Breaking the Cycle of Educational Alienation

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Cafcass, parental alienation and the law

A father's story of being forced out of his children's lives and the reality he lives without them. International Parental Abduction. A father's story of losing his children to international parental abduction. A father's struggle of living his life without his kids while those around him feel distant and disengaged in his plight. The Horror of False Allegations. A father who overcame some of the most heinous false allegations, but which left his daughters traumatized by the actions of the accuser. A Childless Father. Author: Anonymous Editor: Ben Williams As the father of two beautiful daughters I never in my wildest dreams imagined or even thought possible that I would become obsolete in my children's lives.

I had known people going through divorce and dealing with child custody; both friends and family. But, I had never pried or asked many questions. I didn't know the details of their situations and didn't want to get in the middle of their business. Quite honestly, I assumed their hardships must have been created due to their own actions, that they must have "done something wrong. That I was so ignorant. That I didn't ask questions.

What To Do About Parental Alienation

After being through the family court system myself, seeing the horror behind those closed doors, I now understand their pain. My daughter's mother and I were both working parents who invested a lot of time with our daughters; both taking on the roles and responsibilities fairly.

On alienation and the curriculum | Richard Hall's Space

When our daughters were 10 and 7; we started the divorce as we were no longer "in love. After a year, I began dating again and found myself in pretty serious relationship. The day my children's mother found out, is the day everything began to change. Not too long after, she took our daughters and moved. Giving me no notice, no idea where they were going, or any information at all.

I showed up to pick them up as normal one Thursday night and they never showed. I called and I texted with no answer or reply. After hours, I called called hospitals, called the police, called everyone I could think of. I received no answers and no help. After a few months and the help of a private investigator I tracked them down, filed in court, and tried to re-establish parenting time with my daughters.

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I never expected what was to come. The allegations of abuse, some of the most horrific allegations I have ever heard. With no proof or evidence, a 2 year restraining order was put in place which included my two beautiful daughters. I cannot begin to describe the heartache and pain this brought upon me. What had began as a glimpse of hope after finding them quickly became a deeper pit than the one I was in before. With each passing day, it seemed to get worse and worse and there seemed to be no end in sight.

I am now nearing the 2 years of the restraining order, hoping to get it lifted, hoping to regain contact with my daughters. But, I am so afraid, afraid of whats been said to them, afraid of what they think and believe. Two years is a long time, a lot of time to create a lot of damage in a child's mind. I just want to hold my daughter's again and tell them how much I love them; but, I'm afraid I may not get that opportunity again.

There is no worse feeling than that, there is no greater pain. Looking back, I feel terrible for my ignorance toward those who were in shoes like mine, those who I gave a mere pat on the back to as they suffered in silence. I can't begin to describe the regret I feel because after going through it myself, I see myself in those who are judgmental and believe I must have done something wrong or "deserve" what has happened.

That alone is torture, but combined with the emotional despair of being without my children has put me in a tough spot. I am trying to be optimistic for the future, for reuniting with my children, and for their acceptance of me; but after going through what I have, it is an on-going challenge, a daily battle, an inner battle, fought between me and myself where my mind is combating itself going through every possible scenario and placing fear, doubt, and worry in my mind.

It is a dark place, a place where no parent should ever have to be. Who We Are. Our Impact. Get Involved. N ews and Events. Contact Info. Email: info timetoputkidsfirst. It is planned that the targets for extending access to primary education will be met through the formal primary school system with the supplementary support from nonformal education, for the former dropouts, disadvantaged and non-starters DNFE, NFPE is treated as complementary to formal primary education for these students, who also receive some practical skills, which they can apply in real life situations as and when necessary.

On the face of it then, nonformal education is a necessary and valuable part of a sustainable education system in a context such as Bangladesh. Studies show that the graduates from the nonformal system have a higher level of basic competency compared to their counterparts from other types of primary schools in Bangladesh Nath and Chowdhury, However, findings from the different studies suggest that this claim should be treated with some caution Shohel, Nonformal primary schools are mostly established by NGOs.

NFP schools operate mainly in areas not served either by government or private schools, essentially to meet the educational needs of marginalised children in the society.

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  • They usually follow an informal approach to suit the special needs of children from the disadvantaged groups CPD, With high rates of non-participation and dropout in formal primary and secondary education and an overall low literacy level of the people, there is a huge need for nonformal and continuing education programmes to provide basic education for the citizens to achieve the target of Education for All EFA and Millennium Development Goals MGDs in the country.

    Inclusion in education involves increasing access to, participation within and reducing exclusion from the local centres of learning for all learners and their families. Therefore, the primary objective of nonformal primary education is to prepare students to enter or re-enter the formal education sector. After completing courses from NFE programmes children are able to continue their education by enrolling in formal primary or high schools at the appropriate level. Different types of institutions provide primary education in the country.

    More than NGOs run educational programmes across the country. Many of them are involved in running nonformal primary education programmes, but very few impart education for the full five-year primary education cycle. BRAC is one of the pioneer organisations which started nonformal primary education in and now covers the full primary cycle. Over the years it has extended its programme across the country. It presently runs 32, nonformal primary schools [2] across the country, based on a model of one classroom and one teacher BRAC, NGO-run nonformal primary schools differ from other non-government private primary schools.

    Non-government private primary schools are established by private initiative with the help of the local community. NGO-run nonformal primary schools operate mainly in areas not served either by the government or private schools and essentially meet the educational needs of the disadvantaged groups. They usually follow an informal approach to suit the special needs of children from the specific target groups. As mentioned earlier, NFE graduates transfer to the formal education sector for further education.

    Therefore, considering whether or not NFE is seen as addressing these deep-seated educational challenges, brings us back to the question — how can transition from NFE to the formal education sector be made more successful to more pupils?

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    Most studies suggest that poverty is the main reason for low educational attainment of children in Bangladesh. A literature review suggests that there has been little primary research into issues concerning the transition from the nonformal to the formal education system. A handful of studies, conducted so far, statistically demonstrate a high dropout rate across the country of NFP school graduates from formal secondary schools because of economic and social reasons Nath, and and Khan, and However, other studies clearly demonstrate that BRAC primary graduates who typically come from poorer families acquire more competencies than those from formal primary schools Chowdhury et al, ; Ahmed et al, The issues concerning the progression and continuity from nonformal primary to formal secondary schools go beyond those of learning achievement and socio-economic condition of the students.

    There is a need to look into the whole learning environment within the school and the process of organisation of learning between the nonformal and formal education systems. Though over the years infrastructure and teaching staff have been expanded, access to education remains problematic and the quality of education delivered is less than satisfactory. As Robinson says:.

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    The time cost of having children at school may be considerable, and the direct private costs of education are high. It takes an average of 8. This efficiency reflects the low number of classroom hours, poor quality and absenteeism of teachers, and lack of system accountability.

    The system appears to be quite inadequate for the challenges of achieving the goal of education for all, including UPE [universal primary education], in Bangladesh. Whilst poverty is a major factor in educational quality and equity, there are other factors at play.

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    • Bangladeshi society is a strongly patriarchal society. Therefore, in some cases poor families prioritise educating their sons over their daughters because boys have better employment prospects in the future to bring in money for the families Hossain, On the one hand, as there are no state benefits in Bangladesh, boys are perceived as providers of financial support to aging parents. Apart from the financial factors, existing socio-cultural norms and practices discourage parents from sending their daughters to school Papanek, ; Quasem, Also the low relevance of education in life has been seen as an obstacle to educational achievement.

      Rural families prefer for their daughters to learn those skills which would increase the possibility of getting married into an economically and socially better off family Quasem, An earlier study shows that middle class families view education as a favourable factor in increasing the possibilities for good marriage for their daughters, since education helps girls manage households more efficiently Ahmed, Lack of physical facilities i.

      The government report also found that enrolment of girls is negatively associated with distance of school from home, because parents may be unwilling to allow girls to cross a major road or river on the way to school Jahan and Choudhury, The education system of Bangladesh is a pluralistic and extremely complex one which comprises several sectors with different historical and pedagogical backgrounds including formal, religious, nonformal which need to be considered in turn see Appendix It is worth to mentioning here that Bangladesh has 11 types of primary schools MoE, The complexity of the overall education system of the country currently contributes to inequalities and hinders national unity.

      The following table summarises key characteristics of each stream of education and introduces the Bangladeshi State commitments to these streams, as well as key features of the current situation in Bangladesh. The formal education sector in Bangladesh has developed through long historical development and embodied local and colonial educational philosophy. The formal education system of Bangladesh is comprised of three parallel subsystems namely general education, English medium education and madrasa education.

      Heitzman and Worden have well described the British legacy of formal education in Bangladesh. They state:. The emphasis on British colonial education led to the growth of an elite class that provided clerical and administrative support to the colonial administration but did not develop practical skills or technical knowledge. Today this process of alienation is even more extreme in the case of the English medium schools system. Through the British colonial heritage and the impact of globalisation there are some educational institutes and organisations that provide education through foreign curricula in Bangladesh.