‘Learning Document Series 11-13’ contains three development alternatives. The first alternative talks about formation of ‘participatory video’ team, what it takes to be ‘participatory’ and how to proceed in terms of research, issue, script etc. As a tool, participatory video has had significant success in campaigning on rights and change of mindsets. The second alternative features how grassroots leadership helps promoting right to education. Case in point is remote char (island) areas and the means suggested is Government registration of formal schools set up by communities. Journey towards this has never been easy with policy hurdle, logistic limitation, faculty shortage etc. posing constraints. This article suggests ways to overcome these difficulties. Finally the learning about Lokokendra (people’s organisation in the communities) shows what drives Lokokendras ahead, how they come into being etc. We also come to know about how to create enabling space for people to determine action points to take against inequalities and injustice

This Reference Handbook is made under the supervision of Education Department of ActionAid Bangladesh in an attempt to strengthen education rights and strengthen the right-based education movement. The main objective of which is to provide a quick source of information on the rights of education to every educational worker, constitutional and national responsibility for establishing rights, national and international commitments in education.

ActionAid Bangladesh, in association with experts, academicians, scientists and other stakeholders, conducted the study “Financing Local Adaptation: Ensuring Access for the Climate Vulnerable in Bangladesh”. It captures ground experiences to provide some guidelines for a structure that ensures equitability, transparency and effectiveness. AAB will remain dedicated for achieving justice and a climate-resilient future for those most at risk.

The first issue of our e-magazine captures our work that took place with support from partner NGOs as well as external development practitioners. We hope you find it interesting and appreciate the efforts of the authors as we as the members of editorial boards.

We spent significant time on Board development and registration process. The Executive Board and Board Committees were engaged in institutional governance. We also developed Country Strategy Paper – IV and carried out change management. South Asia Social Forum was other major engagement. Besides regular work with long-term, strategic, network and project partners, we facilitated 94 Lokokendras (people’s organisations), 18 Self-Help Groups and 813 village farmers’ associations.

We have been doing development work in Bangladesh for the last 29 years and have achieved amazing feats. In last 10 years we carried out significant work in transforming national policies that affected millions of Bangladeshi citizens. Seven brief stories inside will portray how people themselves could struggle and change policies and why we need to be more closely engaged and work with them in transforming their lives… We believe this publication will inspire and show direction to others who are committed to the vision – “people challenging poverty and exclusion

Learning Document Series 9-10 consists of two development alternatives. The first one is Social Audit, an effective democratic approach to create scope for people’sparticipation in the domain of implementing programmes, projects, laws and policies of the Government. This document indicates outlining not only the process of social audit but also stressing on its importance and effectiveness in making accountable programme planning and implementation system at local level. The second one narrates Participatory Plans and Budget process that we piloted in some selected Union Parishads (Ups – local government units) in Bangladesh. This initiative aims at reflecting people’s expectations in the UP’s ‘Plans and Budget’ and triggering socio-economic development of the people in these unions by ensuring development and services including health, agriculture and communication through transparency and accountability.

The year 2010 was the last year of ActionAid Bangladesh’s (AAB) third Country Strategy Paper (CSP-III) titled “Equality, Citizenship and Justice”. Review of the CSP-III and formulation of the CSP-IV were the major undertakings in 2010 while continuing interventions at different levels to strengthen the fight for the eradication of poverty and injustice. AAB shares the Vision, Mission and Values of global ActionAid.

Learning Document Series 6-8 contains three development alternatives. The first one is People Managed and Owned Savings and Credit, an alternative to the Conventional Microsoft Concept and Practice. This document describes our experiences and knowledge of how we assisted poor people to own and manage their savings and credit programme being totally independent from facilitating NGOs. Community Rice Bank, the second alternative, is shown to stand by the poor communities. This series depicts how community people innovated and initiated it and made an example for mitigating monga (lien season induced hunger) through a collective mechanism. Next one is Midday School Meal, quite a new initiative in Bangladesh and first piloted by us. It is expected that replicating and mainstreaming this model in the poverty-stricken areas of Bangladesh can combat school dropouts and thereby education for all can be achieved countrywide.