Location: Laxmipur Sadar, Laxmipur, Bangladesh
Date of Interview: July 13, 2025
Conducted by: ALO (Animation Liberate for Organize)
Executive Summary
This report presents the findings of a needs-based survey conducted by [ALO] to identify critical needs at the individual family level and contextualize them within regional and national challenges. Conducted in Laxmipur Sadar, Bangladesh, on 13th July 2025, the survey engaged with the Braille Hafizia and Fokrania Madrasah, interviewing the school teacher, Abdul Muhaimin. Key findings indicate that the madrasah faces significant challenges, including complete dependence on community donations for sustenance, lack of government funding, and the need for specialized educational resources for visually impaired students. This report details family-level needs, regional and national historical context, a Logical Framework for interventions, and resource requirements to address these issues.
- Individual Needs (based on the individual school)
The survey focused on understanding the specific challenges faced by the Braille Hafizia and Fokrania Madrasah in Laxmipur Sadar, capturing their daily struggles and priorities.
1.1 Key Findings at the Individual Level
The madrasah serves as a community for 25 visually impaired students and 9 staff members, including 4 teachers, all of whom are also visually impaired. The following needs were identified:
● Need 1: Financial Dependence on Donations The madrasah relies entirely on community donations for food, educational materials, and operational expenses. No government funding or sustainable income sources were reported, posing a risk to long-term stability.
● Need 2: Specialized Educational Resources All students and teachers are visually impaired, necessitating the use of Braille systems and potentially other assistive technologies. These resources are likely costly and difficult to procure, given the madrasah’s financial constraints.
● Need 3: Support for Entire Community With a total of 34 individuals (25 students and 9 staff) depending on the madrasah for daily needs, there is a significant burden on the institution to provide food, shelter, and education without external support.
Common Themes: Financial instability due to reliance on unpredictable donations, the need for specialized educational resources tailored for visually impaired students, and potential isolation from mainstream educational systems were repeatedly highlighted.
1.2 Methodology for Data
● Data Collection: A semi-structured interview was conducted with Abdul Muhaimin, a teacher at the madrasah, to gather qualitative insights into its operations and challenges.
● Sampling: The survey purposively selected the Braille Hafizia and Fokrania Madrasah due to its unique focus on visually impaired students.
● Analysis: Thematic analysis was applied to the interview responses to identify key needs and challenges, focusing on recurring themes such as financial dependence and resource scarcity.
- Regional and National History of the Issue and Need
This section contextualizes the needs of the Braille Hafizia and Fokrania Madrasah within the broader regional and national landscape of madrasahs in Bangladesh, particularly those addressing special needs.
2.1 Regional Context
● Historical Background: Madrasahs have been integral to Bangladesh’s educational system since the establishment of the first Aliya madrasah in Kolkata in 1780 by the British government. In the Laxmipur region, madrasahs traditionally focus on religious education, with limited attention to special needs. The Braille Hafizia and Fokrania Madrasah stands out as a rare institution dedicated to visually impaired students, using Braille for Quranic memorization and Islamic studies.
● Current Challenges: Community-run madrasahs, especially those for special needs, face financial instability due to reliance on donations. Infrastructure limitations, such as inadequate facilities for visually impaired students, further exacerbate these challenges.
● Contributing Factors: Limited government funding for education in rural and suburban areas, coupled with a historical focus on mainstream education, has left special needs madrasahs under-resourced. Community support, while generous, is often insufficient to meet ongoing needs.
2.2 National Context
● Historical Trends: Post-independence in 1971, Bangladesh modernized madrasah education by introducing compulsory subjects like Bengali, mathematics, and English under the Aliya system. However, special needs education, including for visually impaired students, has received minimal attention, resulting in a lack of tailored infrastructure and resources.
● Policy and Systemic Issues: The Bangladesh Madrasah Education Board regulates Aliya madrasahs but lacks specific policies for supporting visually impaired students. Qawmi madrasahs, like the one surveyed, operate independently, relying on private funding and community support, which limits their access to systemic resources.
● Statistical Overview: Bangladesh has approximately 15,000 Qawmi madrasahs and 7,000 Aliya madrasahs. Data on madrasahs for visually impaired students is scarce, indicating a significant gap in formal recognition and support. A 2003 survey estimated 950,000 blind individuals in Bangladesh, highlighting the need for specialized educational institutions (PMC1771736).
2.3 Alignment of Needs
The madrasah’s reliance on donations and need for specialized resources reflect national challenges, including limited government support for special needs education and a lack of policy focus on integrating visually impaired students into the madrasah system. These findings underscore the need for systemic interventions to address both local and national gaps.
- Methodology
The survey employed a qualitative approach to capture in-depth insights into the madrasah’s operations and challenges:
● Qualitative Methods: A semi-structured interview was conducted with Abdul Muhaimin to explore the madrasah’s daily operations, funding sources, and educational practices.
● Sampling: The Braille Hafizia and Fokrania Madrasah was purposively selected due to its unique focus on visually impaired students.
● Data Analysis: Thematic analysis was used to identify key themes, such as financial dependence, resource needs, and community support, from the interview transcript. - Needs Assessment Findings
4.1 Key Needs
● Madrasah Level: The institution’s complete dependence on community donations for operational expenses highlights the need for sustainable funding sources.
Additionally, formal recognition by educational authorities could enhance its credibility and access to resources.
● Regional/National: The absence of systemic support for special needs education within the madrasah system necessitates policy reforms to integrate visually impaired students. Increased government and foreign donor funding could address resource gaps.
4.2 Existing Resources and Gaps
● Resources:
○ Strong community support, including donations and the provision of the madrasah’s building.
○ Dedicated staff, including 4 visually impaired teachers trained in Braille and Islamic studies.
○ Established curriculum aligned with the Bangladesh Befaqul Madrasah al Arabiya syllabus, enabling students to pursue advanced studies like Daura Hadith.
● Gaps:
○ Financial instability due to reliance on unpredictable donations.
○ Lack of government funding or formal accreditation for degrees conferred.
○ Limited access to advanced assistive technologies, such as digital Braille devices or audio learning tools.
| Category | Resources | Gaps |
| Financial | Community donations | No government funding, unstable income |
Educational | Braille curriculum, trained teachers | Limited assistive technologies |
| Infrastructure | Donated building | Potential need for accessibility upgrades |
| Recognition | Community support, Befaqul syllabus | No formal accreditation |
5. Logical Framework for Interventions
| Objective | Activities | Outputs | Outcomes |
| Ensure sustainable funding | Secure government grants, partner with NGOs | Stable funding sources established | Reduced financial instability |
| Enhance educational resources | Procure Braille materials, assistive tech | Improved access to learning tools | Enhanced educational quality |
| Advocate for policy recognition | Collaborate with educational boards | Formal accreditation achieved | Increased opportunities for students |
Strengthen community engagement | Formalize donation systems, awareness campaigns | Expanded community support base | Sustained local involvement |
6. Resource Requirements
To implement the proposed interventions, the following resources are required:
- Funding: Sustainable funding through government grants or partnerships with NGOs focused on education and disability rights, such as the Bangladesh Visually Impaired People’s Society (VIPSBD).
- Partnerships: Collaboration with local governments, the Bangladesh Madrasah Education Board, and international organizations like Orbis (Orbis Bangladesh) to advocate for recognition and support.
- Community Involvement: Continued engagement with the local community through formalized donation systems and awareness campaigns to maintain and expand support.
7. Conclusion
The needs-based survey of the Braille Hafizia and Fokrania Madrasah highlights critical challenges, including financial dependence on donations and the lack of governmental support for special needs education in madrasahs. These issues are deeply rooted in regional and national systemic gaps in supporting education for visually impaired students. [ALO] is committed to addressing these needs through evidence-based interventions, leveraging local insights and historical context to drive sustainable change and improve educational outcomes for visually impaired students in Bangladesh.
8. Appendices
Appendix A: Survey Questionnaire
- What is the name and purpose of the madrasah?
- How many students and staff are present, and what are their needs?
- How are expenses, food, and educational materials managed?
- What support does the community provide?
- What are the main challenges faced by the madrasah?
Appendix B: Detailed Data Analysis
Thematic analysis of the interview revealed three primary themes: financial dependence, resource scarcity, and community support. These themes were cross-referenced with regional and national data to validate findings.
Appendix C: Historical Data Sources
- Banglapedia: Madrasah (Banglapedia)
- Bangladesh Madrasah Education Board (BMEB)
- National Blindness and Low Vision Survey of Bangladesh (PMC1771736)
