bangladesh : at a glance banbeis : at a glance the present education system of bangladesh

7/28/2019 Bangladesh : at a glance BANBEIS : at a glance The present education system of Bangladesh

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EDUCATIONAL STRUCTURE OF BANGLADESH

THE PRESENT EDUCATIONAL STRUCTURE OF BANGLADESH

Grade 6+

XX Ph. D(Engr) Ph.D(Medical) XIX Ph.

D PostMBBS Dipl Ph. D

(Education) XVIII M.Phil M.Phil(Medical

XVII MA/MSc/MCom/MSS/MBA LLM M BB SBDS

MSc(Engr) MSc.(Agr) MBA M.Ed & MA(Edn)

MFA MA(LSc)

XVI Bachelor

(Hons) Masters (Prel) LLB(Hons) BSc.Eng BSc.Agr

BSc.TextBSc.Leath

BSc.Eng BSc(Tech.Edn)

BBA B.Ed Dip.Ed& BP ED

Dip.(LSc)

XV Bachelor

(Pass)

BFA XIV Diploma (Engineering) Diploma

inNursing

Fa

XIII XII Secondary Examination HSC HSC Voc, C in Pre- Diploma Al

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XI HIGHER SECONDARY EDUCATION C in Ag Edu. Degree

BFA

inComm

X Examination SSC TRADE Certificate/ SSCVocational

ARTISAN COURSE e.g. CERAMICS

IX SECONDARY EDUCATION VIII JUNIOR SECONDARY EDUCATION

VII VI V PRIMARY EDUCATION

EbIV III II I

PRE-PRIMARY EDUCATION

DESCRIPTION OF THE PRESENT EDUCATION SYSTEM IN BANGLADESH

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 honours, 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.

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 andtechnical 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 of the privately managed secondary schools provide co-education. However, there are many single sexinstitutions in secondary level education.

The academic programme 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 toenroll in 3-year degree pass courses while for honours, they may enroll in 4-year bachelors' degree honours

courses in degree level colleges or in the universities. After successful completion of a pass/honours

bachelors' degree course, one can enroll in the master's degree course. Master degree courses are of one

year for honours bachelor degree holders and 2 years for pass bachelor degree holders. For those aspiringto take up M.Phil and Ph.D courses in selected disciplines or areas of specialization, the duration is of 2

years for M.Phil and 3-4 years for Ph.Ds 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 classroominstruction facilities and services. Bangladesh Open University (BOU) conducts non-campus distance educationprogrammes 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 NationalUniversity mainly functions as an affiliating university for degree and post-graduate degree level education atdifferent colleges and institutions in different field of studies. But in case of fine arts this university also offersPre-Degree BFA Course (which is equivalent to HSC).After successful completion of the specified courses, itconducts final examinations and awards degree, diplomas and certificates to the successful candidates. Thedegrees are B.A., B.S.S., B.Sc., B.Com. (Pass & Honours) 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-timetraining 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.

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 begins 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 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 educationfrom grade IX of dhakhil stage and grade XI of alim stage. There are streams of courses such ashumanities, 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 andtwelve 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 isimparted 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 leveleducation; 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 specifiedcourses 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 andcurricula; 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 Muslimstudents, 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.

3. Technical - Vocational

For the students whose interest are not strictly academic may find technical-vocational programmes 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 jobmarket.

a. Primary level. There is no technical-vocational institution in primary level of education. Ebtedayee inthe 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 insecondary 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 levelin government managed vocational training institute (renamed as Technical School & College). Diplomacourses 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 technicaleducation, and awards certificates to the successful candidates.

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. Professionaleducation also imparted in Medical Colleges, Dental Colleges, Nursing College, Homeopathic Colleges,

Law Colleges etc.



5. Other Types of Education

5.1 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 thisaim.

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.

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.

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. Sanskritlanguage, Prourahitta, Smriti (Hindu law) etc. subjects are included in the courses.

Bangladesh Sanskrit and Pali Board is not an independent or autonomous organization. TheDirector 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 thecontrol 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.

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 offered in Paliinstead of Teertha. Bangladesh Sanskrit and Pali Board conducts traditional system of Pali education.

There are about a hundred of Pali Tolls in the country.

iv) Christian Religious Education

To meet the religious education needs of Christians in Bangladesh, there are Bible schools andintermediate seminaries which enroll students in the SSC; there are also major seminaries and theological

colleges where students with HSC are admitted. The successful students are awarded degrees both in

Bachelor and Masters in Theology and Divinity. These are all run and managed by the Church bodieswhich cater to the needs of different denominations of Christianity.



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EDUCATIONAL ADMINISTRATION & MANAGEMENT

Education Systems in Bangladesh is being managed and administered by two Ministries viz. Ministry of

Education (MOE) and Ministry of Primary and Mass Education (MOPME) in association with the attached

Departments and Directorates as well as a number of autonomous bodies.

Ministry of Educaiton (MOE) :

This Ministry is concerned with policy formulation, planning, monitoring, evaluation and execution of

plans and programmes 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 respectivecontrol.

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 thedivisional, district and thana levels.

The Directorate of Technical Education (DTE): This Directorate is headed by the Director-General andis responsible for the management and administration of technical & vocational institutions like

polytechnics, monotechnics 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 eminenteducationists 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.

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 organisation

under the Ministry of Education (MOE). It performs the responsibility of renewal/modification anddevelopment 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 andhigher secondary levels.

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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 beenassigned 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 institutionsat 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-ordinating activities of the universities and distributing government grants of them.

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 initiatinglegislative measures relating to primary and non-formal education.

Directorate of Primary Education (DPE): This Directorate controls, coordinates and regulates the fieldadministration 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 481Thana Offices.

National Academy for Primary Education (NAPE): This is an apex institution for training and researchin 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 government and 1 private Primary Training Institute. Theyoffer 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 EducationProgrammes were then implemented through (a) NGO run centre-based literacy programme. (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 tomonitor 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.

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The education system in bangladesh

Home

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Wednesday, January 25, 2012

The educational system in Bangladesh

The educational system in Bangladesh is three-tiered and highly

subsidized. The government of Bangladesh operates many schools in the primary, secondary,

and higher secondary levels. It also subsidizes parts of the funding for many private schools. In

the tertiary education sector, the government also funds more than 15 state universities throughthe University Grants Commission.

Bangladesh conforms fully to the Education For All (EFA) objectives, the Millennium

Development Goals (MDG) and international declarations. Article 17 of the Bangladesh

Constitution provides that all children between the ages of six and ten years receive a basic

education free of charge.

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Contents

1 Education system o 1.1 Tertiary education in M adrasah Education System o 1.2 Tertiary education in Technical Education System

2 Educational management o 2.1 Primary and secondary l evel management o 2.2 Tert iar y education management o 2.3 Techni cal and Vocational education management

3 Non-formal primary education 4 Curr ent status

o 4.1 Concerns 5 See also 6 References 7 Fur ther r eading 8 External li nks

Education system The three main educational systems in Bangladesh, ordered by

decreasing student numbers, are:

General Education System

Madrasah Education System

Technical - Vocational Education System

Other systems include a Professional Education System.

Each of these three main systems is divided into four levels:

Primary Level (years 1 to 5)

Secondary Level (years 6 to 10)

Higher Secondary Level (years 11 and 12)

Tertiary Level

Tertiary education in Bangladesh takes place at 34 government and 54 private universities.

Students can choose to further their studies in engineering, technology, agriculture and medicine

at a variety of universities and colleges.

At all levels of schooling, students can choose to receive their education in English or Bengali.

Private schools tend to make use of English-based study media while government-sponsoredschools use Bengali.

Cadet colleges are important in the education system of Bangladesh. A cadet college is a

special type of school-cum-college established in East Pakistan on the model of English publicschools. Military education is compulsory at cadet college. The government of Pakistan



established the first residential cadet college in the Punjab in 1954. Faujdarhat cadet

college was the first cadet college in East Pakistan (Bangladesh), established in 1958 over an

area of 185 acres (0.75 km2) of land at Faujdarhat in the district of Chittagong. At presentthere are 12 cadet colleges in Bangladesh.

The Madrasah Education System focuses on religious education, teaching all the basics of education in a religious environment. Islamic teachings are compulsory. Religious studies aretaught in Arabic and the children also usually serve the relatedmosques. Students also study

some or all of the courses from the General Education System. Madrasahs take in many

homeless children and provide them with food, shelter and education, e.g. Jamia Tawakkulia

Renga Madrasah in Sylhet.

The Technical and Vocational Education System provides courses related to various applied and

practical areas of science, technology and engineering, or focuses on a specific specialized area.Course duration ranges from one month to four years.

Tertiary education in Madrasah Education SystemIn Madrasah Education System, after passing 'Alim' (12th Grade), student can enroll in for

3years long study, for obtaining a 'Fazil' level (14th Grade)as well as they can go for further general education like earning all over the universities degree, And after passing successfully

they can further enroll into another 2 years long study system to obtain a 'Kamil' level (16th

Grade) degree.

Tertiary education in Technical Education System

In the Technical Education System, after obtaining Diploma-in-Engineering degree (four years

long curriculum), students can further pursue their educational carrier for obtaining a Bachelor

degree from Engineering & Technology Universities, which offer two and a half to three year

long courses for students with a Diploma-in-Engineering degree, to obtain a Bachelor degree(undergraduate degree) (16th Grade) in Engineering. Then they can enroll into post-graduate

studies.

Educational managementThe overall responsibility of management of primary education lies with the Primary and Mass

Education Division (PMED), set up as a separate division with the status of a Ministry in 1992.

While the PMED is involved in formulation of policies, the responsibility of implementation

rests with the Directorate of Primary Education (DPE) headed by a Director General.

The Directorate of Primary Education (DPE) and its subordinate offices in the district

and upazila are solely responsible for management and supervision of primary education. Their

responsibilities include recruitment, posting, and transfer of teachers and other staff; arrangingin-service training of teachers; distribution of free textbooks; and supervision of schools. The

responsibility of school construction, repair and supply of school furniture lies with the Facilities

Department (FD) and Local Government Engineering Department (LGED). The National



Curriculum and Textbook Board (NCTB) are responsible for the development of curriculum and

production of textbooks. While the Ministry of Education (MOE) is responsible for formulation

of policies, the Directorate of Secondary and Higher Education (DSHE) under the Ministry of Education is responsible for implementing the same at secondary and higher education levels.

The NCTB is responsible for developing curriculum and publishing standard textbooks.

Primary and secondary level managementThe primary and secondary levels of education are controlled by the seven General Education

Boards, each covering a region. The boards' headquarters are located

in Barisal, Comilla Chittagong, Dhaka,Rangpur,Jessore, Rajshahi and Sylhet . In addition,the Madrasah Education Board covers religious education in government-registered Madrasahs,

and the Technical Education Board controls technical and vocational training in the secondary

level.

Seven region-based Boards of Intermediate and Secondary Education (BISE) are responsible for

conducting the two public examinations, SSC and HSC, in addition to granting recognition tonon-government secondary schools.

At the school level, in the case of non-government secondary schools, School Management

Committees (SMC), and at the intermediate college level, in the case of non-government

colleges, Governing Bodies (GB), formed as per government directives, are responsible for mobilizing resources, approving budgets, controlling expenditures, and appointing and

disciplining staff. While teachers of non-government secondary schools are recruited by

concerned SMCs observing relevant government rules, teachers of government secondary

schools are recruited centrally by the DSHE through a competitive examination.

In government secondary schools, there is not an SMC. The headmaster is solely responsible for running the school and is supervised by the deputy director of the respective zone. ParentTeachers Associations (PTAs), however, exist to ensure a better teaching and learning

environment.

Tertiary education management

At the tertiary level, universities are regulated by the University Grants Commission. The

colleges providing tertiary education are under the National University. Each of the medical

colleges is affiliated with a public university. Universities in Bangladesh are autonomous bodies

administered by statutory bodies such as Syndicate, Senate, Academic Council, etc. inaccordance with provisions laid down in their respective acts.

Technical and Vocational education management

The Directorate of Technical Education (DTE) is responsible for the planning, development, and

implementation of technical and vocational education in the country. Curriculum is implemented

by BTEB.

Notable Engineering Universities in Bangladesh:



Chittagong University of Engineering and Technology,Chittagong

Rajshahi University of Engineering and Technology, Rajshahi

Bangladesh University of Engineering and Technology, Dhaka Dhaka University of Engineering and Technology,

GazipurIslamic University of Technology, Gazipur

Khulna University of Engineering and Technology, Khulna Shahjalal University of Science and Technology, Sylhet

Renowned Engineering Colleges of Bangladesh:Sylhet Engineering College

Mymensingh Engineering College. Begumgonj Textile Engineering College, Noakhali

Pabna Textile Engineering CollegeBangladesh

College of Leather Engineering and TechnologyBangladesh University of Textiles

Non-formal primary education There exists a substantial number of NGO-run non-formal schools, catering mainly to the drop-outs of the government and non-government primary schools. Very few NGOs, however, impart

education for the full five-year primary education cycle. Because of this, on completion of their two-to three-year non-formal primary education in NGO-run schools, students normally re-enter

into government/non-government primary schools at higher classes.

There are Non-Governmental Schools (NGO) and Non-Formal Education Centers (NFE) and

many of these are funded by the government. The largest NFE program is the much reputedBRAC program. However, all NFE graduates do not continue on to secondary school.

NGO-run schools differ from other non-government private schools. While the private schools

operate like private enterprises often guided by commercial interests, NGO schools operatemainly in areas not served either by the government or private schools, essentially to meet the

educational needs of vulnerable groups in the society. They usually follow an informal approachto suit the special needs of children from these vulnerable groups.

Similarly, in NGO-run schools there does not exist any SMC. The style of management differs

depending upon differences in policies pursued by different NGOs. Some are centrally managedwithin a highly bureaucratic set-up, while others enjoy considerable autonomy.

Different NGOs pursue different policies regarding recruitment of teachers. Some prepare a panel of prospective teachers on the basis of a rigorous test and recruit teachers from this panel.

Other NGOs recruit teachers rather informally from locally available interested persons.

Current status This section requires expansion.Current government projects to promote the education of

children in Bangladesh include compulsory primary education for all, free education for girls up

to grade 10, stipends for female students, a nationwide integrated education system and a food-for-education literacy movement. A large section of the country’s national budget is set aside to

help put these programs into action and to promote education and make it more accessible.

http://en.wikipedia.org/wiki/Bangladesh_University_of_Engineering_and_Technology


http://en.wikipedia.org/wiki/Dhaka



http://en.wikipedia.org/wiki/Dhaka_University_of_Engineering_and_Technology


http://en.wikipedia.org/wiki/Gazipur,_Dhaka_Division




http://en.wikipedia.org/wiki/Khulna_University_of_Engineering_and_Technology


http://en.wikipedia.org/wiki/Khulna



http://en.wikipedia.org/wiki/Shahjalal_University_of_Science_and_Technology


http://en.wikipedia.org/wiki/Sylhet



http://en.wikipedia.org/wiki/Sylhet_Engineering_College


http://en.wikipedia.org/wiki/Mymensingh_Engineering_College.


http://en.wikipedia.org/wiki/Begumgonj_Textile_Engineering_College,_Noakhali


http://en.wikipedia.org/wiki/Pabna_Textile_Engineering_College

http://en.wikipedia.org/wiki/Bangladesh_College_of_Leather_Engineering_and_Technology





















Recent years have seen these efforts pay off and the Bangladesh education system is strides

ahead of what it was only a few short years ago.

ConcernsThe educational system of Bangladesh faces several problems. In the past,

Bangladesh education was primarily a British-controlled, upper-class affair with all courses

given in English and very little being done for the common people. The Bangladesh education

board has taken steps to leave such practices in the past and is looking forward to education as away to provide a poverty-stricken nation with a brighter future. Bangladesh has one of the

lowest literacy rates in South Asia. One study found a 15.5% primary school teacher absencerate.[1]

The low performance in primary education is also matter of concern. School drop-out rates andgrade repetition rates are high.[2] Poor school attendance and low contact time in school are

factors contributing to low level of learning achievement. Further, the system lacks a sound

Human Resource Development and deployment system[3] and this has demoralized the primary

education sector personnel, including teachers, and contributes to poor performance. Poverty is a big threat to primary education.

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