EXECUTIVE SUMMARY

Bangladesh is one of the most densely populated countries in the world with about 140
million people within an area of 147,570 thousand square kilometers. Its vast population is
one of the major resources. But the problem lies in transforming the potential people into a
productive force and ensuring a dynamic environment for social, economic and political
development. Though the literacy rate is officially said to be 66%, but according to private
survey the rate is only 42%. Education therefore has been recognized as a priority sector by
all governments since her independence.

We have come to such a time while the importance of quality education is entirely
recognized. The government and the other bodies are working to improve the situation. While
it’s the question of quality, it depends on various aspects, which need to identify. For any
problem definition it’s very important to go through the problem for a very clear picture.
Several stakeholders have already identified the barriers towards quality education but we
believe that it’s very important to listen the people who are in the vulnerable position. We
thought that it’s very important to find out how the poorer community people relate different
variables (which has identified as the barriers) towards education or quality education. We
believe that the poor people have different point of view to relate the problems for which they
are getting behind day by day.

Our Ministry of Education is the apex policy making institution of the Government regarding
administration and development of post-primary education sector. Ministry of Education
formulates policies and programs for the development of post-primary to higher education
including Madrasah, Technical and Vocational education. It also formulates laws, rules and
regulations for the management and administration of post-primary education sector and its
institutions of the country. There are several attached bodies for supervision and management
of formal education in post-primary and secondary schools, colleges, madrasahs, technical
schools and colleges, polytechnic institutes, engineering colleges and universities. There are
about 31401 post primary secondary schools/colleges/madrasahs and 31 public and 51 private
universities.

1. INTRODUCTION
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There is a vital need for the structural changes of age-old system of education in Bangladesh.
It requires the priority attention of the citizen in general and government in particular.
Bangladesh education system traversed a long way of shadow myth in its curriculum adopted
by the three phases of its era: the design of the British type education, the then East Pakistan
period education system and finally four tire of obsolete education. Mention here that for the
increasing demand of human resource Bangladesh do not appeared to have skilled manpower
lack of technological as well as value oriented education system. In this backdrop, I want to
think a better education system which goes with the flow of our current needs and demands.

2. METHODOLOGY

This report is based on the information gathered from the various organizations. I have relied
on books, website and many more research work about the topic in most cases. The study has
applied descriptive and exploratory methods in unfolding the education system of Bangladesh
in respect of diversity, quality and accessibility. In briefs my methodology are-

 Discussing with our team members.

 Discussing with honorable group teacher.

 Collecting newspaper and searching the web.

3. LITERATURE REVIEW

In the 1981 census only 19.7 percent of the total population was counted as literate. The
literacy rate was 17 percent in rural areas and 35 percent in urban areas. The urban-rural gap
shrank slightly between 1961 and 1981, primarily because of the influx of rural Bangladeshis
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to urban areas. The adult literacy rate in 1988 remained about equal to the 1981 level,
officially given as 29 percent but possibly lower. The education system also had had a
discriminatory effect on the education of women in a basically patriarchal society. The
female literacy rate in 1981 (13.2 percent) was about half the literacy rate among men
(26 percent) nationally. The gap was even greater in rural areas, where 11.2 percent women
and 23 percent of men were literate. (In 1988, the literacy rate was 18 percent for women and
39 percent for men) The national school attendance rate in 1982 was 58.9 percent for ages 5
to 9; 20.9 percent for ages 10 to 14; and 1.9 percent for ages 15 to 24. The estimated 1988
student-teacher ratio was fifty-four to one in primary schools, twenty-seven to one in
secondary schools, and thirteen to one in universities. Approximately 10 million students of
all ages attended school in 1981.

The base of the school system was five years of primary education. The government reported
a total of nearly 44,000 primary schools enrolling nearly 44 million students in 1986.
Recognizing the importance of increasing enrollments and improving quality, the government
made universal primary education a major objective of its educational development plans,
which focused on increasing access to school, improving teacher training, and revising the
primary school curricula. As a result, the share of primary education by the mid-1980s
increased to about 50 percent of the public education expenditure. Although enrollment in the
entry class rose over time, the ability of the primary education sector to retain students in
school and increase the literacy rate did not match government goals.

Bangladesh had 8,790 secondary schools with 2.7 million students in 1986. Secondary
education was divided into two levels. The five years of lower secondary (grades six through
ten) concluded with a secondary school certificate examination. Students who passed this
examination proceeded to two years of higher secondary or intermediate training, which
culminated in a higher secondary school examination after grade twelve. Higher secondary
school was viewed as preparation for college rather than as the conclusion of high school.
Development efforts in the late 1980s included programs to provide low-cost vocational
education to the rural populace. In spite of many difficulties over the years, the number of
both secondary schools and students, particularly females, increased steadily. For example,
whereas there were 7,786 secondary schools for boys and 1,159 for girls in 1977, the number
of boys' schools had decreased to 7,511 while girls' schools had increased to 1,282 by 1986.
The number of students increased as well. In 1977 there were 1.3 million boys and 450,000
girls in secondary schools; by 1986 there were 1.9 million boys and 804,000 girls. Enrollment
in technical and vocational schools increased in a similar manner. Secondary education for
the most part was private but was heavily subsidized by the state budget. Nationalization of
private schools was a standing government policy.

Development of the education system depended largely on the supply of trained teachers. In
1986 about 20 percent of the estimated 190,000 primary-school teachers were adequately
trained; at the secondary-school level, only 30 percent of the teachers were trained.
Contributing to the shortage of trained teachers was the low socioeconomic standing of
educators. The social image of teachers had been gradually eroded, making it difficult to
recruit young graduates to the profession. The high proportion of poorly trained teachers led
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to lower standards of instruction. Despite these problems, the number of secondary-school
teachers increased from 83,955 in 1977 to 99,016 in 1986, according to government figures.

In 1986 there were forty-nine primary-school teacher training institutes and ten secondary-
school teacher training colleges. In addition to regular degree, diploma, and certificate
programs, various crash programs and correspondence courses also were available. The
Bangladesh Institute of Distance Education also had started an experimental program of
teacher training under the auspices of Rajshahi University.

In addition to four general-curriculum universities--the University of Dhaka, Rajshahi

University, Chittagong University, and Jahangir Nagar University--there were the University
of Engineering and Technology in Dhaka, the Agricultural University in Mymensingh, and
the Islamic University in Tongi (near Dhaka). The total enrollment in the 7 universities in
1986 was estimated at 27,487, of which 80 percent were male. Universities were self-
governing entities with 95 percent of their total expenditures paid through government block
grants. The University Grants Commission, created in 1973, coordinated the funding and
activities of the universities. A large number of scholarships and stipends were offered to
students in education institutions at all levels.

The number of college students increased from 238,580 in 1980 to 603,915 in 1986,
according to government statistics. During that period, female enrollment increased from
29,000 to 115,000. Qualitative improvement, enrollment stabilization, interuniversity
rationalization of departments, and controlled expansion were some of the government
objectives for college education in the mid- and late 1980s.

To remove the heavy bias toward liberal arts education, greater attention was being focused
in the late 1980s on technical education, which received the third highest allocation, after
primary and secondary education, in the Third Five-Year Plan. In addition to four
engineering colleges, Bangladesh had eighteen polytechnic institutes, four law colleges, two
agricultural colleges, a graphic arts institute, an institute of glass and ceramics, a textile
college, a college of leather technology, sixteen commercial institutes, and fifty-four
vocational institutes in 1986. The nation also had ten medical colleges and one dental college,
offering both graduate and postgraduate training. In addition, there were twenty-one nursing
institutes, a music college, and a college of physical education.

Because secondary and higher education benefited the small middle and upper classes and
because the government defrayed a portion of the costs of private higher institutions through
grants, the poor in effect subsidized the education of the affluent. This situation was most
evident at the university level, where about 15 percent of the education budget was devoted to
less than 0.5 percent of the student population. The technical education sector, which
experienced some growth in the late 1980s, nevertheless failed to provide the numbers and
kinds of personnel required for economic development. Most university training also failed to
equip its recipients with marketable professional skills.

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 4. PRESENT SCENARIO OF EDUCATION

Bangladesh has gone through a series of commission to establish an all-accepted education

system viz; Hamudur Rahman commission in 1964, then Noor commission, and Dr. Kudrat-
E- Khuda commission (though it was not implemented). Recently, a draft education policy
2009 has been designed for the structural change of the education system of Bangladesh.
Unavoidable this policy should emphasized on the fundamental changes of our education
system through the creation of new generation who are dynamic, sophisticated and have
strong ethics and morality etc.

In order to make digital Bangladesh viable, an education system is necessary which is

corruption-free and modern, ideal and moral. Present state of education system in Bangladesh
is quite unsatisfactory. The methodological problem, lack of proper safety, abuse of brain
resource etc. creates apathy among the students to take part in education. The rate of drop out
at primary level is not proportionate to the expected rate. The poor scene is also present at
secondary level.

The root of the country’s education system is poverty. ½ percent of the total population lives
under poverty in Bangladesh. Among others, corruption, lack of fund (allocation of money is
scant, only 2.23% of the national budget), drop out etc are the most challenges for our
education.

5. DESCRIPTION OF PRESENT EDUCATION SYSTEM IN

BANGLADESH

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The present education system of Bangladesh may be broadly divided into three major stages,
viz. primary, secondary and tertiary education. Primary level institutions impart primary
education basically. Junior secondary/secondary and higher secondary level institutions impart
secondary education. Degree pass, degree honors, masters and other higher-level institutions or
equivalent section of other related institutions impart tertiary education. The education system is
operationally categorized into two streams: primary education (Grade I-V) managed by the
Ministry of Primary and Mass Education (MOPME)) and the other system is the
post-primary education which covers all other levels from junior secondary to higher education
under the administration of the Ministry of Education (MOE). The post-primary stream of
education is further classified into four types in terms of curriculum: general education,
madrasah education, technical-vocational education and professional education.

5.1.General Education

a) Primary education

The first level of education is comprised of 5 years of formal schooling (class / grades I -
V). Education, at this stage, normally begins at 6+ years of age up to 11 years. Primary
education is generally imparted in primary schools. Nevertheless, other types of institutions
like kindergartens and junior sections attached to English medium schools are also imparting
it.

b) Secondary education

The second level of education is comprised of 7 (3+2+2) years of formal schooling. The first
3 years (grades VI-VIII) is referred to as junior secondary; the next 2 years (grades IX -X) is
secondary while the last 2 years (grades XI - XII) is called higher secondary.

There is diversification of courses after three years of schooling in junior secondary level.
Vocational and technical courses are offered in vocational and trade institute/schools.
Moreover, there are high schools where SSC (vocational) courses have been introduced.

In secondary education, there are three streams of courses such as, Humanities, Science and
Business Education, which start at class IX, where the students are free to choose their
course(s) of studies.

High schools are managed either by government or private individuals or organizations. Most
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of the privately managed secondary schools provide co-education. However, there are many
single sex institutions in secondary level education.

The academic program terminates at the end of class X when students are to appear at the
public examination called S.S.C. (Secondary School Certificate). The Boards of Intermediate
and Secondary Educations (BISE) conduct the S.S.C. examination. There are seven such
Boards at different places in Bangladesh namely: Dhaka, Rajshahi, Jessore, Comilla,
Chittagong, Sylhet, and Barisal.

The secondary education is designed to prepare the students to enter into the higher
secondary stage. In higher secondary stage, the course is of two-year duration (XI - XII)
which is being offered by Intermediate Colleges or by intermediate section of degree or
master colleges.

c) Tertiary Education

i) College

The third stage of education is comprised of 2-6 years of formal schooling. The minimum
requirement for admission to higher education is the higher secondary certificate (H.S.C).
HSC holders are qualified to enroll in 3-year degree pass courses while for honors; they may
enroll in 4-year bachelors' degree honors courses in degree level colleges or in the
universities. After successful completion of a pass/honors bachelors' degree course, one can
enroll in the master's degree course. Master degree courses are of one year for honors
bachelor degree holders and 2 years for pass bachelor degree holders. For those aspiring to
take up M.Phil and PhD courses in selected disciplines or areas of specialization, the duration
is of 2 years for M.Phil and 3-4 years for PhDs after completion of master's degree. Higher
education is being offered in the universities and post HSC level colleges and institutes of
diversified studies in professional, technical, technological and other special types of
education.

ii) University

There are 73 universities in Bangladesh. Out of these, 21 universities are in the public sector,
while the other 52 are in the private sector. Out of 21 public sector universities, 19
universities provide regular classroom instruction facilities and services. Bangladesh Open
University (BOU) conducts non-campus distance education programs especially in the field
of teacher education and offers Bachelor of Education (B.Ed.) and Master of Education
(M.Ed) degrees. BOU conducts 18 formal courses and 19 non-formal courses.
Bangladesh National University mainly functions as an affiliating university for degree and
post-graduate degree level education at different colleges and institutions in different field of

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studies. But in case of fine arts this university also offers Pre-Degree BFA Course (which is
equivalent to HSC).After successful completion of the specified courses, it conducts final
examinations and awards degree, diplomas and certificates to the successful candidates. The
degrees are B.A., B.S.S., B.Sc., B.Com. (Pass & Honors)BFA (Pass), M.A., M.Sc., M.S.S,
M.Com. And MFA. Moreover, this university also offers LL.B., and other
degrees. Bangladesh National University offers part-time training to university teachers.

There is only one medical university namely, "Bangabandhu Sheikh Mujib Medical
University", like other public universities, offers courses on a different system where FCPS
Degree is offered in the disciplines of medical education; diploma courses are offered in 12
disciplines. MD degree in 15 subjects and MS courses on 8 subjects are also offered.

5.2. Madrasah Education

The old scheme of madrasah education was introduced in 1780 with the establishment
of Calcutta Madrasah. In madrasah education, one can learn Islamic religious education along
with the general education as complementary to each other in the system of education. The
madrasah education system has been continuing with some modifications according to the
demand of the time, and many madrasahs grew up in this sub-continent. The government has
been providing government grants to the teachers and employees of the non-government
madrasahs like other non-government education institutions (schools and colleges). There are
five levels in the madrasah education system, namely:

a. Primary level or ebtedayee education.

This is equivalent to primary level of general education. The first level of madrasah
education is comprised of 5 years of schooling (grades I - V). Normally, the children of 6
years of age begin in class 1 and finishes class V at the age of 11 years. Ebtedayee education
is imparted in independent ebtedayee madrasahs and ebtedayee sections of dhakhil, alim,
fazil and kamil madrasahs. It is also imparted in some of the private quami - kharizi
madrasahs.

b. Secondary level.

The secondary level of madrasah education is comprised of 7 (5+2) years of formal

schooling. It takes five years in dhakhil stage (S.S.C. level) from grade VI - X while the last 2
years in alim (higher secondary) stage. Dhakhil level education is imparted in dhakhil
madrasahs and in dhakhil level of alim, fazil and kamil madrasahs. Alim is equivalent to
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higher secondary certificate education imparted to alim madrasahs and in alim level of fazil
and kamil madrasahs.

There are diversification of courses after three years of schooling in secondary level
of education from grade IX of dhakhil stage and grade XI of alim stage. There are streams of
courses such as humanities, science and business education, where students are free to choose
their courses of studies. Private individuals or private bodies manage all madrasahs of this
level. Most of these madrasahs provide co-education. However, there are some single gender
madrasahs in this level of madrasah education. There are two public examinations namely;
dhakhil and alim after the completion of 10 years of schooling and twelve years of education,
respectively. The Bangladesh Madrasah Education Board (BMEB) provides these two
certificates.

c. Tertiary level of madrasah education.

This level is comprised of 4 (2+2) years of formal education. The minimum requirement for
admission to higher level of madrasah education is the alim (equivalent to HSC) certificates .
Alim pass students are qualified to enroll in 2-year fazil education. This level of education is
imparted in fazil madrasah and in fazil level of kamil madrasahs. After successful completion
of fazil degree one can enroll in 2 -years kamil level education. There are four streams of
courses in kamil level education; streams are hadis, tafsir, fiqh and adab. Bangladesh
Madrasah Education Board conducts these two fazil and kamil examinations and award
certificates. After successful completion of the specified courses one can appear these
examinations.

Out of the total kamil the government manages madrasahs only three madrasahs and
others are managed by either individual or by private bodies. However, there are few girls'
madrasah for girl students.

The Bangladesh Madrasah Education Board has the following functions as regard to
madrasah education: grants affiliations to different levels of madrasahs from ebtedayee to
kamil; prescribes syllabi and curricula; conducts public examinations (dhakhil to kamil) and
scholarship examinations. Besides the public system of madrasah education there are a good
number of private madrasahs for the Muslim students, namely: hafizia, qiratia, quami and
nizamiah. Most of these madrasahs are residential. These type of madrasah are sometimes
called kharizia as these are beyond the purview of the general system of education. Recently,
these quami madrasahs have been organized under the umbrella of a private board known as
'Befaqul Madaris or Quami Madrasah Board which constitutes curricula and syllabi of quami
madrasahs, conducts examinations and awards certificates and degrees.

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5.3. Technical - Vocational

For the students whose interest is not strictly academic may find technical-vocational
programs more interesting and more valuable for their future. Government tries to ensure that
the course curriculum should be relevant to students' interest and aspirations while at the
same time it should address the needs of the job market.

a. Primary level.

There is no technical-vocational institution in primary level of education. Ebtedayee in the

first level (Primary level) of madrasah education has no scope for technical-vocational
education. Accordingly, technical - vocational education in Bangladesh is designed in three
phases under two major levels of secondary and tertiary level of education.

b. Secondary level.

Vocational courses starts from secondary level. The certificate courses prepare skilled
workers in different vocations starting from ninth grade after completion of three years of
schooling in secondary school. At this level the courses are diversified in different vocations
spread over 1 to 2 years duration. Recently, 2 years duration vocational courses have been
introduced at the higher secondary level in government managed vocational training institute
(renamed as Technical School & College). Diploma courses prepare the diploma engineers at
the polytechnic institutes. This course spread over 4 years duration after passing the
secondary school certification examination. There is a technical education board called
Bangladesh Technical Education Board (BTEB), which grants affiliation to the technical
institutes. It conducts examinations of the students completing different courses in different
vocational and technical education, and awards certificates to the candidates.

5.4. Professional Education

The College of Textile Technology and College of Leather Technology offer four -year
degree courses in Textile Engineering and Leather Technology respectively after completing
Higher Secondary Education. The minimum requirement to be admitted to teachers training
colleges (TTCs) for Bachelor of Education, Bachelor of Physical Education in Physical
Education College is graduation degree. Generally, in-service teachers undertake this
professional training course along with some unemployed graduates. Professional education
also imparted in Medical Colleges, Dental Colleges, Nursing College, Homeopathic Colleges,
Law Colleges etc.

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5.5. Other Types of Education

5.5.a.Religious and Moral Education

One of the aims of education is to establish human, cultural and social values in every tier
and sphere of individual and national life. Religious and moral education is one of the ways
of achieving this aim.

The followers of every religion of the country have the right to learn the main subjects of
their respective religions, acquire knowledge about rituals and ceremonies of their respective
religion. Religious and moral education is imparted with this end in view.

5.5.a.i. Islamic Studies

In order to lead life according to the Islamic tenets and regulations, it is indispensable
for every Muslim male/female to receive Islamic education and implement these in their day
to day life.

5.5.a.ii. Hindu - Religious Studies

Bangladesh Sanskrit and Pali Board conducts 3- year course on Sanskrit and religious
subjects. These subjects are Adhya in the first year, Madhya in the second year and Upadhi in
the third year. Sanskrit language, Prourahitta, Smriti (Hindu law) etc. subjects are included in
the courses.

Bangladesh Sanskrit and Pali Board is not an independent or autonomous organization. The
Director General of the Directorate of Secondary and Higher Education by virtue of the post
is the Chairman of Sanskrit and Pali Board and Management Parishad. Authorized by the
Ministry of Education the Chairman conducts all activities of the Board. An honorary
member of the Management Parishad plays the role of Secretary. There are tols (schools for
teaching Sanskrit), choupathies and colleges under the control of Bangladesh Sanskrit and
Pali Board. The minimum requirement to be admitted in these courses is SSC. After
completion of 3-year course, one can get the title "Teertha". For each subject, the 3-year
course Adhya, Madhya and Upadhi is to be completed separately.

5.5.a.iii. Buddhist Religious Studies

The system of Buddhist religious studies and the Buddhist religious language Pali are almost
similar to that of Hindu religious studies. There is 3-year title course in Pali and 'Bisharad' is
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offered in Pali instead of Teertha. Bangladesh Sanskrit and Pali Board conduct traditional
system of Pali education. There are about a hundred of Pali Tolls in the country

5.5.a.iv. Christian Religious Education

To meet the religious education needs of Christians in Bangladesh, there are Bible schools
and intermediate seminaries which enroll students in the SSC; there are also major seminaries
and theological colleges where students with HSC are admitted.

6. EDUCATIONAL ADMINISTRATION & MANAGEMENT

Ministry of Education (MOE)

This Ministry is concerned with policy formulation, planning, monitoring, evaluation and
execution of plans and programs related to secondary and higher education including technical
& madrasah education. The line directorates, viz. Directorate of Secondary and Higher
Education and Directorate of Technical Education are responsible for management and
supervision of institutions under their respective control.

Directorate of Secondary and Higher Education (DSHE)

This Directorate is headed by the Director-General who is responsible for administration,

management and control of secondary and higher education including madrasah and other
special types of education. It is assisted by sub-ordinate Offices located at the divisional,
district and thana levels.

The Directorate of Technical Education (DTE)

This Directorate is headed by the Director-General and is responsible for the management and
administration of technical & vocational institutions like polytechnics, mono techniques and
other similar types of institutes. It has Inspectorate Offices at the Divisional Headquarters.

Bangladesh National Commission for UNESCO (BNCU)

This organisation functions as a corporate body within the MOE. This is headed by the
Minister of Education as Chairman and the Education Secretary as the Secretary-General. The
Commission consists of 69 members constituted by eminent educationists and intellectuals
interested in educational, scientific and cultural matters in the country. A senior official
designated as Secretary normally heads the Secretariat of the Commission.

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Chief Accounts Office (CAO)

In pursuance of the Government a separate accounts office under a Chief Accounts Officer
(C.A.O) does policy of decentralization the accounting function of the MOE.

i) National Curriculum and Textbook Board (NCTB): This Board is an autonomous

organization under the Ministry of Education (MOE). It performs the responsibility of
renewal/modification and development of curriculum, production and distribution of
textbooks at primary, secondary and higher secondary levels.

ii) National Curriculum and Textbook Board (NCTB): This Board is an autonomous
organisation under the Ministry of Education (MOE). It performs the responsibility of
renewal/modification and development of curriculum, production and distribution of
textbooks at primary, secondary and higher secondary levels.

iii) Bangladesh Bureau of Educational Information and Statistics (BANBEIS): This

organization is responsible for collection, compilation and dissemination of
educational information and statistics at various levels and types of education. This
organization is the Apex Body of the Educational management Information System
(EMIS) of the country. It is also the National Coordinator of RINSACA (Regional
Informatics for South & Central Asia). Recently. it has been assigned with the
important task of selection. Processing and computerization of data necessary for
awarding government subvention to all the private education institutions.

iv) Directorate of Inspection and Audit ( DIA): This Directorate is headed by the Director
and is responsible for inspection and audit aimed at improving the standard of
education of the institutions at the secondary level.

Further more, a number of autonomous bodies have a share in the administration of

education. These are :

i) University Grants Commission (UGC): The University Grants Commission is

responsible for co-ordination activities of the universities and distributing
government grants of them.

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 ii) National University: This is an Affiliating University responsible for academic
control of all the affiliated colleges offering courses in Degree Pass, Honours and
Masters and for conducting Bachelor Degree and Master's examinations.

iii) Education Boards: Seven Boards of Intermediate and Secondary Education are
responsible for conducting the SSC and HSC level public examinations.

iv) Madrasah Education Board: This Board is responsible for conducting public
examinations from Dakhil to kamil levels.

v) Technical Education Board: This Board is entrusted with the task of conducting
certificate and diploma examinations in technical education.

Ministry of Primary & Mass Education (MOPME)

Bangladesh is committed to the World Declaration on Education for All (Jomtein, March
1990) and the Convention on the Right of Children (New York, September 1990).

Recognizing the importance of primary and non-formal education in ensuring education for all
and eradicating illiteracy, the Government created a new Division called Primary and Mass
Education Division (PMED) in August 1992. This Division is now operating as a Ministry.
The Ministry of Primary and Mass Education is responsible for policy formulation, planning,
evaluation and execution of plans and initiating legislative measures relating to primary and
non-formal education.

Directorate of Primary Education (DPE)

This Directorate controls, coordinates and regulates the field administration of the primary
education. The Directorate of Primary Education was created in 1981 with a view to giving full
attention to primary education as an independent organization. The Director-General heads it.
Under this Directorate there are 6 Divisional (regional) Officers, 64 District Offices and 481

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Thana Offices.

National Academy for Primary Education (NAPE)

This is an apex institution for training and research in the field of primary education, which is
headed by a Director and governed by a Board of Governors headed by the Secretary, PMED.
There are 53 governments and 1 private Primary Training Institute. They offer 1-year
Certificate-in-Education course to teachers of primary schools.

Bureau of Non-formal Education (BNFE)

A Directorate was created in 1995 with the responsibility of execution of policy decisions and
plans relating to non-formal education. The Non-formal Education Programs were then
implemented through (a) NGO run centre-based literacy program (b) total literacy movement
by the District/Thana administration. This Directorate has been abolished and started
functioning as Bureau of Non-formal Education.

Compulsory Primary Education Implementation Monitoring Unit

After the enactment of Primary Education (Compulsory) Act of 1990, the Government created
the Compulsory Primary Education Implementation Monitoring Unit in 1991, headed by the
Director-General with the responsibility to monitor the compulsory primary education
programme at the field level and conduct child-survey to collect information on the numbers of
primary school-age population and children attending schools.

7. GUIDELINES FOR EDUCATION

Guidelines of Ministry of Education

• Human resource development is at the core of Bangladesh's development efforts and
access to quality education is critical to poverty reduction and economic
development. The Government is committed to undertaking structural reforms that
are expected to bring significant improvements in the education sector. Bangladesh's
commitment to education has been clearly stated in its Constitution and development
plans with education being given the highest priority in the public sector investments.
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 Education sector allocations are currently about 2.3 percent of GDP and 14 percent
of total government expenditure. Maintaining this commitment to the education
sector is imperative in order to achieve Education for All (EFA) and the Millennium
Development Goals (MDGs).

• The management of the education system falls under two ministries - the Ministry of
Primary and Mass Education (MoPME, responsible for primary education and mass
literacy) and the Ministry of Education (MoE, responsible for secondary, vocational
and tertiary education). Overall there are more than 17 million students at the
primary level, and over 8.0 million at the secondary level. Enrolments at the tertiary
level are relatively small but growing very rapidly.

• Bangladesh has made significant progress, especially in regard to increasing access

and gender equity, both at primary and secondary levels. Gross primary enrollment
rates rose from 90 percent in the late 1990s to 98 percent in 2003, while a
corresponding increase in enrollment rates at the secondary level rise to 44 percent.
Gender parity in access to primary and secondary education has also been achieved.
These achievements are particularly spectacular when compared to countries in the
South Asia region and other countries at similar levels of per-capita income.

• The Government is strongly committed to alleviating the existing problems in respect

of management and quality through reforms across the education system. At the
primary level, MoPME is supported by a multi-donor group through the Primary
Education Development Program II (PEDP II), which aims to strengthen educational
access, quality and efficiency.

• In order to address issues at the secondary and higher levels, MoE has developed a
medium-term framework for the secondary education sub-sector, focusing on quality
improvements, policy measures and specific actions needed to reform the system.
The development of this medium-term framework has benefited from an extensive
range of consultations and workshops with stakeholders at the central, district, and
upazila levels. The main objective of reforms being proposed is to address systemic
governance issues aimed at raising the quality and cost-effectiveness of service
delivery, and improve equity of access in secondary education.

• MoE is aiming to move towards a devolved system of governance within the current
administrative structure. In this system the central government will be responsible for
formulating policies, financing, setting quality standards, and monitoring and
evaluation etc., while lower levels of government will be responsible for
administering the system. MoE is empowering officials at the district and upazila
levels to take greater responsibility in monitoring school performance and ensure
public disclosure of information (e.g., SSC passing rates, teacher absenteeism, class
sizes, etc.) related to school quality.

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• To ensure appropriate financial controls, MoE is implementing a Financial
Management Reform Program (FMRP). This is intended to increase accountability
and transparency in the use of resources

8. Government Budget on Education, 1990-91 to 2009-10

Figure-01(Budget Of Bangladesh Govt. On Education)

(Taka in million)
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 Fiscal Year Revenue Development Total Budget % of Growth

1990-91 11820.1 3124.1 14944.2

1995-96 21514.5 13711.7 35226.2 135.72

2000-01 35996.6 22520.4 58517.0 66.12

2001-02 37398.7 21376.8 58775.5

2002-03 39627.1 25410.7 65037.8 10.65

2003-04 44748.0 22831.1 67579.1

2004-05 50813.9 20487.3 71301.2

2005-06 63471.4 27551.3 91022.7 27.66

2006-07 71204.8 37853.0 109057.8 19.81

2007-08 100017.0 517901.0 617918.0 66.60

2008-09 100054.0 575367.00 673921.0 09.06

2009-10 97585.0 631459.0 729044.0 08.17

Table-01: previous 20 years budget on education of Bangladesh government

9. BANGLADESH: New Education Policy To Tackle Poor

Literacy Rate

The standard of education align with the National dignity and strength .So to enrich the
education position of Bangladeshi The government approved the National Education Policy,
2010 introducing several compulsory subjects to primary and secondary levels of general,
madrasa and vocational education in order to establish a unified schooling system. The
government is yet to confirm whether English medium institutions of Bangladesh would be
under this policy. The policy expands free education up to class-VIII from the previous class-
V in phases at government and government-funded institutions. Compulsory primary
education was also extended up to class-VIII from class-V and secondary education to class-
XII.

The policy was mandated by the country's parliament, but is expected to win approval, since
the current government dominates with almost four-fifths of the seats. It was developed by a
16-member National Education Commission, formed in April 2009, and which consulted
widely. Bangladesh’s adult literacy rate is at 52.5 percent, while neighboring India has a
literacy rate of 65.2 percent, according to UN Development Program (UNDP) 2008 figures.

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 FIGURE-02

The policy seeks to bring all students of the country, irrespective of their religions, genders,
and physical limitations, socio-economic and geographic locations under one system.
Education would be relevant to the country and it would be consistent with the spirit of the
Liberation War, a synopsis of the policy given to the media reads. The synopsis says a one-
year pre-primary education for children over five years old would be introduced. The policy
is non-communal but there will be compulsory subjects on religion and ethics for students up
to class-VIII. The policy dropped the word “secular” from its draft to make it acceptable to
all segments of the society. Information and Communication Technology (ICT) and
Bangladesh Studies have been introduced to primary and secondary levels. At the higher-
level studies, duration of all degree courses has been made four years instead of the previous
three years.

The cabinet meeting chaired by Prime Minister Sheikh Hasina approved the new
policy.Education Minister Nurul Islam Nahid told the press following the cabinet meeting
that a public examination like the Secondary School Certificate (SSC) examination would
still be held for students of class-X.
Prime Minister’s Press Secretary Abul Kalam Azad while briefing newsmen after the cabinet
meeting said, “A committee would be formed soon to implement the education policy.” He,
however, did not specify when the implementation would start.
Two cabinet ministers told a news paper after the meeting that the prime minister told her
colleagues yesterday that problems or questions regarding implementation of the
policy would be solved case by case whenever they arise.

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The cabinet applauded prime minister for formulating the unified education policy. The
premier said the education policy would help build a modern Bangladesh and make
Bangladesh’s education system international standard.
People will be enlightened with education on science, ICT and ethics and at the same time
teachers will get more benefits, Azad quoted her as saying.
Since the independence of the country, eight education commissions and committees were
formed but their recommendations were not implemented due to lack of political will to do
so, sources said.
On April 6 last year, the Awami League-led government formed a 16-member committee to
review the reports of Shamsul Haque’s education committee of 1997 and Qudrat-e-Khuda’s
education commission of 1974.Led by National Professor Kabir Chowdhury, the committee
submitted the draft policy to the education ministry on September 2 last year. The ministry
put the draft policy on its website for public opinion. It analyzed and reviewed all opinions on
the policy. However, the draft policy sparked protest from some religion-based political
parties and organizations.
The education ministry then reviewed and brought some changes to the policy but kept intact
its basic features, ministry officials said.
The policy synopsis says primary education will be free, for all and compulsory up to class-
VIII and stipends would be given to students on the basis of results in class V. All students
will have to study their own religion and ethics.
It said the secondary education level would be from class-IX to class-XII and a uniform
curriculum and syllabus will be followed in general, madrasa and vocational levels.
The compulsory subjects are Bangla, English, Mathematics, Bangladesh Studies, Paribesh
Parichiti (education on social environment and climatic change), Information Technology and
Science. On higher education, the policy advised turning all three-year graduation courses
into four-year honors courses in phases. A student completing a four-year honors course will
be entitled to all professions in his field.
The committee proposed decentralization of the National University with centers in all
divisions. These centers will later turn into universities and colleges in its jurisdiction will be
affiliated to it.
The policy says technical education institutions would be established in every upazila and the
number of educational institutions on polytechnic, textile and leather will be increased.
On madrasa education, it said the students of primary and secondary level must study
uniform curriculum and syllabus.
Teachers will be given more facilities alongside more and modern training, the policy said. It
said steps would be taken to frame an integrated education law and form a permanent
education commission.
The education minister in his instant reaction said the dream that he had for 14 years has
come true. He said education is dynamic and changes could be made to the policy if required
in future.
He also said terminal examinations after class-V and class-VIII will still be held and stipends
will be given based on their results. He said the policy would be made public through a
gazette notification within a few days.Asked whether children would be sitting for too many
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exams, the minister said they want to ward off exam fears from children.Regarding
implementation, he said they have already started implementation of the policy as the
terminal exams for class-V have already been introduced.
Implementation of the policy is a lengthy process and the government still has three and half
years, he said, adding that during that time it would be able to implement many things of the
policy.
About Qwami madrasa, he said they have asked the people who run the madrasas to form a
commission and determine what they want to introduce in their madrasas.
All educational institutions of the country have to register with the government to gain
legality, sources said

9.1. LONG OVERDUE

The development and implementation of a modern and efficient education policy has long
been a source of public outrage in Bangladesh. Since the country's independence in 1971,
seven education commissions and committees have been formed, but none of the policies
they created were implemented because of a lack of political will from governments of the
day.
The basic structure of the current policy has been in place since that year. Modifications have
been made, but a complete overhaul of the system has long been overdue, say education
experts, who praised the fact that public opinion had been taken into account in the policy's
formation.
The policy document is available on the Education Ministry's website, and an email address
is provided for the public to send in their views until the end of this month.

According to most education specialists, one of the biggest shortcomings of the current policy
is the lack of practical and technical training in the curricula, leaving students vocationally
unprepared.

"The education system of our country doesn't equip the students with practical knowledge.
This 'bookish' learning system is archaic, and needs to be updated according to the needs of a
modern society," said well-known educationist and former government adviser Rasheda K.
Choudhury.

Another major concern is the lack of proper human resource development and deployment in
the education sector. A dearth of proper teacher training facilities has long been a source of
concern.

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9.2. Key Policy Elements

One of the key proposed changes will see total schooling years increased from 10 to 12. This
includes the extension of free, mandatory primary school education by three years to a total
of eight years.

The policy will establish mandatory core subjects for primary-level education: Bangla,
English, mathematics, Bangladesh Studies, social environment and climate change, and
information technology and science.

Bangladesh's religious education system, where `madrasahs' or Islamic schools focus

primarily on Islamic teachings, will also be modernized to reinforce the importance of
science and information technology in their curricula.

A girl's right to education will also be a primary concern of the new policy; while there will
be efforts to ensure indigenous children can learn in their own languages.

10. DIFFERENCE IN AMERICAN AND

BANGLADESHI EDUCATION SYSTEM, PROCESS &
CULTURE

For many Americans, it is difficult to understand the education system, process of education
and the culture of education in countries such as Bangladesh and also china.

While our Math Online is based on the principles of mathematics as practiced in the
Bangladesh education system, we still have a large contingency of subscribers from within
the United States. It is my gut feeling that some of us have limited knowledge on the
differences between the American system of education and the Bangladeshi system of
education.

First, let us acknowledge some of the similarities – both systems have –

· Structured curriculum / syllabus

· Reasonably qualified teachers
· Good labs, facilities and decent infrastructures
· Concept of “private”, “for-profit” and “public schools”
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 · A willingness on the part of children and parents to get the proper education

While there are some broad similarities, there are significant differences between the two
systems (Bangladeshis and American). While it would be difficult to write in detail on all the
differences, I wanted to highlight a few key differences that would make you think and apply
these differences to our particular context.

 Numerous Standards

In the US system of education, there are different standards throughout the country; each
state determines the curriculum and the standardized testing. So practically, we could have
50+ versions of curriculum and standardized testing. Of course, it will be argued as ‘freedom
of choice’. However, imagine the difficulty this must pose to parents and children who have
to move from one state to another (for job reasons, for family reasons) – it must be a heavy
burden for the parents, children the extended family to keep up with the differences in
requirements and expectations among the different states! What about the situation where a
child is performing superbly in the chosen curriculum – does that child have a choice to
accelerate his or her learning beyond the AP courses?

Conversely, in Bangladesh, there are two standards at the national level and typically one
standard at the individual state level. These national and state standards are governed
(typically) by ministry of education and follow a consistent pattern of building the curriculum
upon prior years of knowledge. Students, parents and teachers know what is expected of
them, and strive everyday to meet those goals.

 Role of the Family, Teachers/Tutors and Society

Bangladeshi families take education very seriously and believe that a solid education is the
key to success in life. While many American families certainly share the same sentiments, it
has often been discussed that the American education system is designed according to
maintaining students’ high self-esteem. Therefore, nearly everyone in the class will pass so
long as ‘feelings’ aren’t hurt and the teacher is not looked upon as doing an inefficient job in
his/her classroom; regardless of what the actual students’ proficiency levels are in that
subject area. Instead of pushing the students harder to achieve beyond their current potential,
teachers often “dumb down” the subject material to ensure that students’ grades remain high.

On the other hand, most Bangladeshi children fear failure in the classroom and push
themselves to work harder and longer, thus maximizing their fullest potential by being self-
motivated. This is also true of their parents and teachers, as school administrators pride
themselves on being able to recruit new batches of students based on the academic
achievements of outgoing classes.

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  Trained/Certified teachers

In Bangladesh, experts feel that for someone to become a good teacher, face-to-face guidance
from experts is essential. Bangladesh government framing regulations and norms for
maintaining standards of teacher education in the country. It has been given a broad mandate
with legal powers for improving the quality of teacher education and preventing
commercialization, its functions have had direct bearing on teacher certification.
In, Bangladesh it is very common for teachers at all level (primary through high school) to
have obtained advanced degrees and to have spent 6-10 additional years acquiring more
education after receiving their undergraduate degree. In addition, teachers needed to be
specifically trained in a particular subject area so that they are “experts” in that subject when
teaching to others.

In the United States, according to the No Child Left Behind Act (NCLB) which went
into effect during 2002-03, teachers who teach core academic subjects are required to
be “highly qualified.” The law defines a highly qualified teacher as an individual who:

Has obtained full state certification;

Holds a license to teach in the state;

Has not had certification or licensure requirements waived on an emergency,

temporary or provisional basis.

In addition, there are requirements for demonstrating subject-matter knowledge that varies
depending on what grade level an individual is teaching, and whether he/she is new to
teaching or is a veteran teacher.

The "highly qualified" teacher requirements do not apply to all individuals, such as
supplemental service providers and charter school teachers, who teach public school
students. It is common that Para-professionals are not being provided with the range of
options necessary to demonstrate that they are qualified, nor the financial support necessary
to meet the requirements. Often in private school settings, teachers are exempt from needing
to be fully licensed or are given a few years leeway to obtain their license. Therefore there is
a vast difference in being “highly qualified” in India, than in the United States.

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  Curriculum builds on each year

We have done an extensive deep dive into the Bangladeshi education curriculum and
compared it to a typical curriculum in US. For example, the curriculum for grade 9, in
Bangladesh, builds on the things a student learned in grade 8. Our analysis indicates that this
is not necessarily true in the US curriculum.

 Extra-curricular activities

In America, parents and school systems place a strong emphasis on extra-curricular activities
and pour vast amounts of funding and resources into giving their children and students the
best experiences in athletics, fine arts and social clubs. While these extra-curricular activities
are necessary, however, in Bangladesh, the focus remains on academics, as Bangladeshi
parents, teachers and administrators realize that it is by getting good grades and high scores
on tests, that children will go on to becoming successful adults. Instead of investing in private
athletic coaches or additional gym time, Bangladeshi parents place the priority on investing in
tutors to accelerate their child’s learning. Tutors are used to help their children excel in a
subject area, not just for remedial work.

11.CHALLENGES OF HIGHER EDUCATION IN BANGLADESH

In the present context Bangladesh, education has been facing some crucial Challenges that
can be mentioned here.

Poor Quality of Teaching Staffs

Poor quality of teaching staffs who fail to satisfy the students needs both in quantity and
quality. Most of them have lack of specialized research and training on higher education.
Moreover, due to the recruitment of political consideration a good number of teachers have
no scientific and update knowledge that assist them to change their teaching methods.

Traditional Teaching Method

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The traditional teaching method is the common feature in our universities. Here, the sharing
of knowledge and students participation is very minimal. The brain storming discussions and
presentations by the students enables them for a better grooming up. But this is almost absent
in our education system. Moreover, the monologue type of teaching and learning, the
traditional system of distant relationship between teachers and students act as barriers in the
congenial atmosphere of free learning in the universities of Bangladesh. Simultaneously,
modern teaching methods and facilities like internet, multimedia, sound system are also been
absent at the educational institutions of Bangladesh.

Corruption and Nepotism

There are a lot of challenges faced by the public university in Bangladesh. Corruption is one
of the barriers of higher education. Besides, nepotism, recruitment of less meritorious teacher
by political identities are created obstacle in the higher education. Nevertheless, financial
crisis, lack of residential halls, shortage of seats for the applicants as well as the involvement
of teachers with other activities are also been identified by the respondents as the barriers of
quality education in Bangladesh

Teachers and Students Politics

Party politics both teachers and students have created a great problem in the education
sectors. Both teaching and learning is greatly interrupted by the teacher and students politics.
So, the respondents of the present study have clearly been identified as the major problems of
this unexpected political practice in the educational institutions.

Inadequate Library and Laboratory Facilities

Adequate library and laboratory facilities are very important particularly for the education.
But the quality and other facilities both in library and laboratory are very poor and outdated.
There is shortage of modern equipment in the laboratory. On the other hand, recent text and
reference books, professional journals are hardly available in library. So, inadequate library
and laboratory facilities are hindering the quality education in Bangladesh.

Weak Financial Base

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The government allocation that is given for the university, mostly spent for the salary and
allowances of the faculty and staff members. So, by the weak financial base educational
institutions of Bangladesh does not play their assigned role. Even lack of finance some
university do not spend anything for research. But higher education and research must go
together.

Session Jam
Session jam is currently one of the most alarming situations prevailing in the universities in
Bangladesh. It is hindering the higher education in Bangladesh. The problem began with the
initial loss of one academic year due to the Liberation War. A university student now has to
wait for almost six years to get four years honors degree.

12.POLICY THRUST IN EDUCATION

 Need-Based Education

education should be need-based. That means necessary institutes or departments should be

opened in every neglected field of education those have close connection to employment
opportunities and income generating activities. Simultaneously unnecessary, self or specific
group interest related initiatives should be discouraged. Moreover, new institutes should be
opened aiming at reducing regional imbalances and resource mobilization.

 Accountability and Transparency in Administration

The financial and administrative management of education should be accountable and

transparent. To make education sustainable the management has to create own sources of
income for abating the dependency on government allocation. One of the important roles of
university management to ensure income keeps connection with the different types of costs.
Furthermore, management should be corruption free so that transparency prevails in every
spheres of administration.

 Transparent Recruitment

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The recruitment policy should be planned and transparent. Unplanned and political
recruitment reduces the standard of education. In this context, priority should be given to the
merit, academic result and research work. Besides, a commission relating to teachers
recruitment should be formed so that non-political and bias free recruitment is ensured.

 Modify the Syllabus

The syllabus of university education should be modern, time-bound, need-based and

international standard. The university authority has to monitor properly to add new and
innovative courses and ideas in the learning process so that the students can face the
challenges of new millennium. Besides, the credit transfer system should open from any
Bangladeshi university to abroad.

 Medium of Instruction

Higher education of Bangladesh should be more global. In this context, the medium of
instruction of higher education must be in English so that the graduates can adapt themselves
to the competitive world.

 Teacher-Student Politics

The university should free from political interfere. Student politics must be constructive and
students’ welfare oriented. On the other hand, teachers should avoid the servile of political
parties. In order to create safe and sound atmosphere and ensure the standard of education it
is burning question to reform of teacher and students politics. Moreover, the internal conflict
of teachers should be removed.

 Modern Equipments
Improving educational infrastructure especially computer and Internet access, scientific
laboratories, and equipment should be introduced in place of traditional infrastructure such as
libraries, classrooms, dormitories, and recreation and cultural facilities. Moreover, the

28 | P a g e
website of university and departments should be well organized so that student and other
stakeholder can gather necessary information.

 Introduces Teacher Evaluation

The management has to introduce teacher evaluation system in the education process. The
evaluation may be by the students and university authority. But this evaluation should bias
free. If the system introduces teachers’ consciousness, motivation and responsibilities will
increase.

 Participatory and Research Based Education

Education should be highly participatory, reciprocal and research based. Both teachers and
students spontaneously participate in this learning process and research activities. Besides,
the class hour must be at least 1 hour and 50 minutes in lieu of 45 minutes so that students
can get more time to participate properly in the learning process. Simultaneously, facilitators
can get time to explore them in the classroom.

13. MAJOR INITIATIVES TAKEN BY THE MINISTRY

Education Commission 2003 submitted its report in March 2004 and GOB has initiated
actions to review and prioritize its 880 recommendations concerning each stream and level of
education.Actually many of the recommendations made by the Education Commission are
already in the process of implementation and many are in the pipeline for implementation.
Some of the actions are taken in this respect are described below:

Government has enacted Primary Education (Compulsory) Law in 1990 to achieve the
universal primary enrolment by 2005

More then 98% of secondary schools are non-government. But Government pays 90%
of the teacher and staff salary of these institutions

Bangladesh has sustained increased government allocation in education sector from

the 1990s

Government is currently providing subsidies to create demand for education in favor

of the poor and girls

Government has initiated the decentralization of primary and secondary education

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 management structure

Government has established an autonomous Nongovernmental Secondary Teachers

Registration and Certification Authority in order to recruit qualified and trained
teachers in secondary level institutions

A large project for the improvement of teaching quality at the secondary level
institutions is underway

A new apex body named National Teachers Training Authority by restructuring

existing National Academy for Education Management (NAEM) is on card. This
proposed institution would train both public and private sector teachers from 2005/06

Reorganization of National Curriculum and Textbook Board (NCTB) has also started
with the objective to separate functions of the Board into two units, e.g., curriculum
and textbook. This would enhance competition in textbook production and publishing
and enable Board to concentrate on curriculum development

A separate entity named Independent Textbook Evaluation Committee (ITEC) has

been established for designing transparent criteria under which individual textbook
manuscripts will be evaluated

Privatization of textbook production and publication has already started for grades 6
to 10. Publication of all textbooks at the secondary level will be privatized by 2007

An Accreditation Council is being established which would function as a watchdog

over the private universities in order to monitor the teaching standard of universities

14. MAJOR REFORMS UNDERTAKEN BY THE

GOVERNMENT FOR IMPROVING QUALITY OF
EDUCATION

 Introduction of unit track curriculum in secondary level education from 2006

 School based assessment (SBA) in secondary level education
 Reform of existing examination systems in secondary level education
 Privatization of Textbook Writing and Publication
 Re-organization of Managing Committee/Governing Body of the Non-Government
Educational Institutions
 Formation of Oversight Committee for Supervision of Teaching at Classrooms
 Sanction of MPO on the basis of performance of educational institutions
 Strengthening of Teachers' Training
 Delivery of Textbooks to the Students on Time
 Development and Modernization of Secondary, Technical and Madrasha Curricula
 Retirement and Welfare Fund for Non-Government Teachers
 Establishment of 10 Foreign Language Centers
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 Distribution of 20000 computers in secondary level educational institutions including
Madrashas
 Training of secondary level teachers' in computer applications
 Restructuring of Directorate of Secondary and Higher Education
 Restructuring of National Academy for Education Management (NAEM)
 Restructuring of Personnel of Boards of Intermediate and Secondary Education
(Dhaka, Rajshahi, Chittagong, Jessore, Barisal, Comilla, Sylhet) and NCTB

15. RECOMMENDATIONS

It is expected that our education system should not exist in hope rather let it be more
pragmatic. We should under take such education policy which will make changes at
the grassroots levels of the education system towards a new direction; from traditional
to modernity. To that end following may be the recommendations:

 A mass-oriented and universal system of education is needed which embodies the

article 17 of the Constitution. Generating the spirit of liberation war, the country’s
education policy should be the flashbulb in building modern, educated generation.

 Let’s term the secondary exam as ‘school final exam’ instead of saying SSC/ Dakhil.

 Moral education should be included in present curriculum

 Extensive research is badly needed at university level higher education

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  Emphasize should be given to vocational oriented education. Recently developed
Korea (86% vocationally educated) whereas in Bangladesh only 3%.

 All Madrasah education should take into mainstream education.

 Syllabus should be concise

 Ensuring equity

 Excellence

 Language

 For capacity building; the private sector should facilitate internships Scope.

 To meet the growing challenges of our education, a system to pay tax 10 taka each a
month at least as National Insurance Contribution (NIC) should be introduced. The
nominal amount would stand as giant that can easily invest to our education sector-
policy, research, health, housing etc.

In my opinion, education system is a subject of public policy oriented. So debates and

criticism is must raised as to reach a perfect policy. Though the implementation of the new
education system is far way to go, but if enthusiastic inclination can be gathered from all
strata of people, regardless of position and opposition party abreast, then Bangladesh will
come to see the ray of hope in near future.

16. CONCLUSION

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Higher education sector can meet the needs of the economy. It promotes an overall
development of society, viz., social, economic, technological, human resources development
etc., which are highly correlated. The development of higher education plays an important
role in facilitating these changes and producing adequately trained manpower. The
effectiveness of higher education institutions contributes to development both internally and
externally. So, higher education needs sustenance and quality with time and space. For
sustaining and improving quality in the higher education it is need to reorient of curriculum
and introduce vocational and job oriented courses.

Due to the low quality of training, lack of combination of knowledge and practice, poor
capacity and quality of graduates, the existing education system of public university of
Bangladesh is in vulnerable position. It is loosing its articulation and image that making its
inappropriate in the present competitive market economy. As a result, the public university is
going to fail to keep the tradition as well as quality of training, research and the social
accountability. Draft Paper, not for Citation Prepared for

First National Education Conference on Within the other hand, the higher education of
Bangladesh has the absence of long-term vision, incomplete education commissions and
policies, traditional teaching methods, inadequate library and laboratory facilities, nasty
students and teacher’s politics, weak financial base and shortage of qualified teachers. There
is need to introduce proper policy in order to minimize the problems that are prevailing in the
higher education system. For this, it is required to the joint efforts of the government, civil
society and university authority in collaboratively

References

1. Ali, Azhar Md. and Islam, Sadirul, Mohammad.1991. “ Session-Jam in the Universities of

Bangladesh: An Investigation into its Nature and Causes”, Teachers World. Vol. XIV,

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No.2. Dhaka: IER, University of Dhaka.

2. Huq, ATM Zahurul. 2001. “A Scenario of Higher Education in Bangladesh”, Seminar paper

presented in the National Seminar on Higher Education in Bangladesh. Dhaka: University

Grants Commission of Bangladesh, 15-16 April, 2001.

3. Ngoy, Mak, 2005. “A Current Update of Higher Education in Southeast Asian Countries :

The Case of Cambodia” The Proceedings of Regional Seminar on Higher Education in

Southeast Asian Countries: A Current Update, Bangkok:Seameo Rihed.

4. UNESCO, 1998. “World Declaration and Framework for Priority Action for Change and

Development in Higher Education”, Paris. World Conference on Higher Education.

5. www.ministry of education.com

6. www.oppapers.com

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