Access Lite

Project Duration

Jan 2023 - December 2023

Donor / Partner

US Embassy


Cox’s Bazar, Bangladesh.

Target Group

Male: 50 Students Aged 13-20
Female: 50 Students Aged 13-20

Total Beneficiary


Effective communication requires the continuous enhancement and development of English language learning, considering its worldwide appeal. Increasing communicative competencies for the students of Bangladesh undoubtedly is a crucial and burning issue. There is no doubt that English is one of the most dominant languages and is the key, especially for developing countries, to bringing success in terms of access to education, business, and technology. Even though the country is improving significantly over the past years, there remains an educational gap between curriculum and outcomes, especially among underserved children. Even though to attain English language proficiency, a student must be skilled in listening, speaking, reading, and writing but unfortunately, the Bangladeshi education system prioritizes mostly reading and writing. In distant areas like Cox’s Bazar, the students lack the proper attention and nurturing required to learn a second language, resulting in low English proficiency rates. Besides, learning and being skilled at a new language requires constant support, interactive sessions, and activity-based learning, which is not often possible in a closed-doors classroom setting. It is of utmost importance that students interact and explore outside of their classroom to comprehend the learning.

Besides, along with the language proficiency, certain soft skills like leadership, critical thinking, personal development, digital literacy are also important which the schools often fail to provide. This project will help the students improve their English skills and play significant role in preparing them for a brighter future.


The goal of this Access-like Micro scholarship Program is to render opportunities for the participants to improve their English skills which will lead to better jobs and educational opportunities, including future exchanges and study in the United States.


  1. To prepare students in effective communication in English and in critical thinking by engaging them in meaningful interactions, student-centered learning environment, and activities that are age-appropriate.
  2. To raise awareness among the students on community issues and make them understand the potential ways they can positively contribute to the society.

Activity Details

ACT 1: Inception phase

1.1 Recruitment of teachers

Teachers for this program will be recruited locally. An advertisement containing following selection criteria will be published. The candidate-

  1. Has a high level of intermediate to advanced proficiency in English. Makes minimal linguistic errors while communicating in English. Is able to understand questions and provide detailed responses.
  2. Has experience in using Communicative Language Teaching (CLT) approach in the classroom
  3. Has 3+ years of experience working with the appropriate age group.
  4. Has flexibility to participate periodically in professional development activities outside of regular teaching hours.
  5. Has somewhat familiarity with U.S. culture and can describe how they would approach teaching students about U.S. culture.
  6. Has interest in working with underserved students Candidates will be interviewed and 4 best candidates (2 teachers and 2 assistant teachers) will be recruited for this program.

1.2 Recruitment of students

This program will enrol underserved students, those do not have the means or access to English language or educational opportunities outside of their public-school classes, A pool of 100 students (50 male and 50 female) between 13 and 20 will be selected.

An advertisement will be published which will indicate that the program is:

  1. Free of cost
  2. Sponsored by the U.S. Department of State
  3. Aimed to benefit underserved students
  4. Initially for 13-20 years old students
  5. Collaborating with the U.S. Embassy/Consulate
  6. Aiming at empowering students with English language skills, digital literacy skills, personal development and social-emotional development.

The advertisement will be reached out to the following institutions:

  1. Local departments of Education
  2. Schools and other educational institutions
  3. Civic and religious organizations
  4. Local newspapers
  5. The U.S. Embassy/Consulate

Parents and community will be engaged to inspire students enrolling in this program. A week will be allocated for student’s application. Potential candidates will be interviewed after the recruitment and application period has ended; a representative of the U.S. Embassy/Consulate will be invited to take part in the selection of the students.

1.3 Inauguration Ceremony

An inauguration ceremony will be arranged in a small scale before starting the classes. A welcoming environment will be provided to students and parents in this program. Parents will get an overview of the program, responsibilities of them and importance of this program. Guests from U.S. Embassy/Consulate will be invited in the ceremony.

1.4 Training for teachers

Recruited teachers will receive professional skill development trainings before starting the classes. After 6 months of the program their performance will be evaluated. This evaluation will guide them to further area of professional development. They will receive training on relevant area they need to develop throughout the project period.

ACT 2: After School Instruction (Inside Classroom)

After School Instruction is the English language instruction students receive outside of their regular class hours and weekends to improve English language skills and personal development. In this project, a total of 100 students will be taught communicative English (Listening, Reading, Writing and Speaking) and critical thinking through a student-centered approach. Four batches, 25 students in each, will be formed from a combined govt. high school and a combined govt. College in the host community. Students will receive a total of 5-hour class in a week (1.5 hours in 2 weekdays and 2 hours in a weekend), 20 hours in a month and 200 hours throughout the project period. At early stage of the starting of the class students will go through a pre-test to have an idea on their listening, reading, writing, and speaking skills. Each student will be provided with new course materials published by U.S. Department of State American English. Classrooms will be facilitated with digital equipment so that teachers can deliver lessons using multimedia setup and students can enhance their 21st century soft skills. Along with communicative English the students will learn about US culture, US civil society, US democratic values and governance, US History, US education system, US family and relationship values, US and global gender issue, US and global health, climate and the environment, human rights, and STEM. through interactive and meaningful activities. Throughout the activities students will be able to think critically and develop their personal traits. English language skills will enhance their scopes in the job market, further higher studies, and US exchange programs.

ACT 3: Enhancement Activities

Throughout the project period, enhancement activities will occur during the students’ after-school programs. Enhancement activities will include interactive activities such as- experience sharing sessions, service-learning projects, motivational speech, storytelling, and role play. Minimum 5 enhancement programs will be arranged over the project period. Special guests such as- EMK Center Education USA Advisor, American Spaces personnel, English Language Fellows, Fulbright English Teaching Assistants (ETAs) and Peace Corps Volunteers will be invited in experience and information sharing program and both program teachers and students will be the participants. For example, a session on US exchange programs will be arranged where Education USA Advisor will be invited to share available scholarships and exchange opportunities with the participants. The participants will be enriched in person and able to share their learnings and experiences in their communities. Experience and information sharing sessions can be both virtual and physical, depending on the scenario of that projected timeline. Enhancement activities will enable them to think critically in addressing the need of their communities and planning for possible solutions. Overall, enhancement activities will render the most memorable experiences for Access students.

ACT 4: Intensive Sessions (Outside Classroom)

Intensive sessions will occur outside of students’ After School Instruction classes. A two-day long camp will be arranged in facilitation with program teachers, asst. teachers, coordinators, administrators in the last phase of the program outside of their local community. 2 boot camps will be conducted to ensure deeper learning of the students. 10 groups, each containing 10 students, will be formed and each group will be led by an Access teacher. Students will be equipped with U.S. Culture and Democratic Values, personal development, service learning and digital literacy skills through several sessions. The sessions will be conducted in English so that the participants can practice English language skills in teams. A post-test will be administered to evaluate student’s knowledge and skills on 2nd day of the camping. A comparative analysis with pre-test results will determine student’s progress throughout the program. Throughout this camping students will gain confidence, build closer relationships with teachers, opportunities for mentorship and role modelling. Any health and safety emergencies will be taken into account with by the provider.

ACT 5: Closing Ceremony and follow up

A closing ceremony will be held after finishing the activities. Students will receive certificates after successfully completing the programs. A guest from the U.S. Embassy will be invited to hand over the certificate to the students. Teachers, parents, and students will take part in the closing ceremony. This program aims to improve student’s skill for better jobs and educational prospects, including future exchanges and study in the United States. In order to track the success of the students in the future, follow up visit and report will be generated yearly. This report will depict the success rate of the students.

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