comparative analysis of bangladesh national education policy 2000 and 2010 (sajid karim)

7/31/2019 Comparative Analysis of Bangladesh National Education Policy 2000 and 2010 (Sajid Karim)

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Comparative Analysis of BangladeshsNational Education Policy 2000 & 2010

COURSE TITLE: UNDERSTANDING PUBLIC POLICY (905)

SUBMITTED BYSUBMITTED BYSUBMITTED BYSUBMITTED BYSajid KarimRoll No: 365

Section: B

M.S.S. (1stBatch) (2nd Semester)Department of Political Science

University of Dhaka

Email: [email protected]

DATE OF SUBMISSIONDATE OF SUBMISSIONDATE OF SUBMISSIONDATE OF SUBMISSION10/06/2012


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Introduction:

The state shall adopt effective measures for the purpose of establishing a

uniform, mass oriented and universal system of education.1The constitution of Bangladesh says the state shall adopt measures to establish a uniform,

mass-oriented and universal system of education in the country. It also makes obligatory

for the state arranging free and compulsory education to all children and relating education

to the needs of the society.

Forty years into the country's independence, the aforementioned directives remain just

noble words, the successive governments' - irrespective of whether those were civil or

military have failed to protect this constitutional right of the citizens. The education system

of the country still remains in chaotic state, and is getting compartmentalized day by day.

There are chiefly three streams of education existing side-by-side in the country - Banglamedium, English medium and Madrasa system. Long practices have given each of the

streams its individual characteristics. Furthermore, the streams also have some sub-

streams of their own.

Any analysis into the disorganized state of education would blame the absence of a

concrete education policy for this. It is of course a reality that there were some efforts for

educational reforms: in the last 40 years ten commissions and committees have been

formed to suggest necessary reforms to education in the spirit of improvement. The

commissions and committees came up with their policy recommendations. But

unfortunately lack of political will and narrow political culture of rejecting predecessor'sinitiatives of different governments obstructed the path of implementing the positive

recommendations that could raise the standard of education to some level. This assignment

is a comparative analysis of the education policy of Bangladesh 2000 and 2010. Because of

the convenience of discussion, this assignment is divided into four parts.

First part of this assignment consists of a brief discussion on the education systemof Bangladesh.

Second past of this assignment discusses the background and salient features of theeducation policy of Bangladesh 2000 and 2010.

Third part of this assignment deals with the comparative analysis of the educationpolicy of Bangladesh 2000 and 2010.

Last part of this assignment consists of some policy recommendation for the furtherexcellence of the education policy of Bangladesh.

1 The constitution of the Peoples Republic of Bangladesh, Part 2, Article 17(a)


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3. Secondary education: Secondary education consists of three stages.o Junior secondary (grades 6 to 8)o

Secondary (grades 9 and 10)The madrasah education system functions parallel to the government system,

with similar core courses as in the general stream (primary, secondary and post-

secondary) but with additional emphasis on religious studies. It is possible for a

student passing the DhakilExamination of the Bangladesh Madrasah EducationBoard to be admitted to the HSC courses in a college.

4. Higher education: Higher education is offered in the universities (both public andprivate) and post-HSC level colleges and institutions of diversified studies in

professional, technical, technological and other special education. HSC holders are

qualified to enroll in three-year degree pass programs while for honors; they enroll

in four-year bachelors degree (honors) programs in degree level colleges of

universities.2

Laws and other basic regulations concerning education:

The constitution of the Peoples Republic of Bangladesh provides fir establishing auniform, mass oriented, universal system of education. According to the

constitution, The state shall adopt effective measures and purposes of (a)

establishing a uniform, mass-oriented and universal system of education and

extending free and compulsory education to all children to such stage as may bedetermined by law; (b) relating education to the needs of society and producing

properly trained and motivated citizens to serve those needs; (c) removing illiteracy

within such time as may be determined by law.3

Primary Schools (Taking Over) Act of 1974 The Private Universities Act of 1992 Compulsory Primary Education Act 1990

Administration and Management of education sector of Bangladesh:

The principle education management institutions in the education sector are

The ministry of Primary and Mass Education The Ministry of Education The Directorate of Primary Education The Directorate of Secondary and Higher Education The Directorate of Technical Education

2 Bangladesh, World Data on Education, Vol. VII, Ed. 2010/11, Retrieved from, http://www.ibe.unesco.org/3 The constitution of the Peoples Republic of Bangladesh, Part 2, Article 17


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The Directorate of Inspection and Audit The National Curriculum and Textbook Board

The Boards of Intermediate and Secondary Education The Madrasah Education Board The Technical Education Board The National Academy for Primary Education University Grants Commission

Budget of Education sector in Bangladesh:

Education in Bangladesh is basically is state financed. Governemnt allocations to the

education sector are made out of the Revenue and Development budget. External aid

finances more than 50 percent of government development expenditure on education.

Figure: Development Budget (In Crore Taka; 1 Crore = 10 Million)

Source: Bangladesh Bureau of Statistics, 2010

Ministry of Education (MoE):

Ministry of Education is the apex policy making institution of the Government regarding

administration and development of post-primary education sector. Ministry of Educationformulates 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


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To develop awareness in the learners to protect the independence, sovereignty andintegrity of Bangladesh.

To make education pragmatic, productive and creative with a view to bringingabout changes in the socio-economic conditions of the country and making the

students into a dutiful and responsible manpower with scientific outlook and help

them develop the qualities of leadership.

To give special emphasis on primary and secondary education with a view toexpanding education, to instill respect and eagerness for physical labour and enable

the learners acquire vocational education for self-employment in all stages of

education.

To promote fraternity, moral values, generosity and fellow-feeling in people andmake them respectful of human rights.

To promote democratic values through fostering tolerance of one another's viewsand help develop life-oriented, realistic and positive attitude for blossoming

democratic awareness.

To emancipate the country from the curse of illiteracy.

To create equal opportunities for education in accordance with merit and aptitudefor the purpose of building a society free from disparity.

To ensure gender parity in education and remove barriers of caste, creed andethnicity in obtaining education.

To ensure constitutional guarantee at all levels of education. To create awareness about protection of environment.5

Historical Background of Education Commissions and Committees of Bangladesh:

British period (1757 - 1947) Nine commissions

1792 Charles Grant education commissions 1813 Company charter 1835 Lord Macaulay committee

5 http://www.moedu.gov.bd/old/about_moe__focus_objectives.htm


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1838 William Adams committee 1854 Woods education despatch 1882 W W Hanter education commission 1919 M E Sadlar education commission 1934 Sa Pru education commission 1944 John Sargent education commission

Pakistan period (1947 - 1971) Five commissions

1949 Maulana Mohammad Akram Khan education committee 1957 Ataur Rahman khan education reform commission 1959 S M Sharif education commission 1964 Judge Hamoodur Rahman education commission 1969 Air Marshal Nur Khan education commission

Bangladesh period (1971 - present) 10 commissions

1974 Qudrat-e-Khuda education commission 1979 Kazi Zafar Ahmad/Abdul Baten, interim policy 1983 Abdul Mazid Khan commission 1986 Mafiz Uddin Khan education commission 1993 Abdullah Al-Muti Sharfuddin, task force for PMED 1997 Shamsul Haque education commission 2000 National education committee 2002 M. A. Bari commission 2003 Mohammad Moniruzzaman Mia commission 2009 Kabir Chowdhury education committee

Significant Facets of Bangladeshs Education Policy:

Form of Education: Basic education in Bangladesh is delivered through twosystems; the formal system and the non-formal system. The existing Strategic

Framework of Basic Education in Bangladesh has consummated adequately

government policies for attaining maximum benefit out of public and private

endeavours, both in the formal and non-formal systems. The formal system is the


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Contact Hour: The actual contact hour is far less due to many unforeseen interruptions,such as, rains, floods, festivities, sports, illnesses, etc. Therefore, contact time has been

increased.

Teacher: Pupil Ratio: Teacher-pupil ratio is highly related to improving learning

achievements. The desired norm is considered to be one teacher for 30 pupils, but this can

be attained only gradually.

School Environment: In 1991, shortages and overcrowding of classrooms, lack of teaching

aids and learning aids, shortage of furniture, fittings and other supplies, lack of

playgrounds, pure drinking water, supply and sanitary toilet facilities, etc, had been much

below the desired level. These constraints have been sought to be removed and school

environment improved.

Management Support: For imparting quality education and improving learning

achievements, it is necessary to have good management at school/learning centre level andalso good management, including efficient monitoring, at mid and higher levels.

Programmes have been made for strengthening School Management Committees (SMC)

and Parent-Teacher Associations (PTA).

Academic Supervision and Monitoring: Inadequacies in supervision and management

have been identified as major constraints to not only increasing enrolment and reducingdropout rates but also low quality of learning competencies. This has been made possible

by, continuous monitoring of the quality of teaching in primary schools, continuous

evaluation of education management, inspection through specified format.

Assessment System: The present system of learning by rote and examination on the

ability of reproduction of memorized matters defeats the purpose of students learningassessment. The necessity of introducing effective Continuous Pupil Assessment (CPA) or

Continuous Learning Achievements (CLA), and a monitoring system to prevent wastes and

inefficiency.

Teacher Training and Motivation: The earlier system of 10-months pre-service training

has been discontinued and they are now required to undertake in-service training of

twelve months course for Certificate-in-Education at Primary Training Institutes (PTI).

National Education Policy 2000

After the independence of Bangladesh, Bangabandhu Sheikh Mujibur Rahman formed aneducation commission with eminent scholar, scientist and educationist Dr Qudrat-e-Khuda

in 1974 as the head. Dr Khuda chalked out a scientific and pro-people education policy. But

the policy did not get the governments' consideration after Bangabandhu's killing.

After coming to power in 1996, the then Awami League (AL) government took initiative to

formulate an education policy in light of Dr Qudrat-e-Khuda's report. It formed a committee

headed by Prof Shamsul Haque and the committee produced a policy in 1997. This was

adopted by the present government as the National Education Policy 2000.


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produced a draft report taking the present socio-economic condition and global set-up into

consideration.

Kabir Chowdhury Education Commission: At a glance

Chairman Kabir Chowdhury

National Professor

Co-Chairman Dr. Qazi Kholiquzzaman Ahmad

Chairman,Bangladesh Unnayan Parishad (BUP)

President, Bangladesh Economic Association (BEA)

Member Secretary Professor Shaikh Ekramul Kabir

Director (Training & Implementation)

National Academy for Educational Management (NAEM)

Members Fifteen members

Objectives of Bangladeshs National Education Policy 2010:

Reflect the constitutional guarantee at all levels of education Stimulate the intellectual and practical qualities of the learners Promote the continuity of national history, tradition and culture Remove socio-economic discrimination Create unhindered and equal opportunities of education for all Ensure skills of high standard at different areas and levels of education so that

learners can successfully compete at the global context

Create a society free from curse of illiteracy Caution the students and make them aware of the dangers of taking drugs or similar

items.

Salient features of National Education Policy 2010:

National education policy 2010 gave emphasis on

Preschool education and rearranging primary and secondary education system Emphasizing on vocational education


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Establishing uniform education with several compulsory core subjects for themain three streams

Common public examinations at grade five, eight, ten and twelve

Modernizing Madrasa education Emphasis on Information and Technology Education Mandatory Religion and Moral Education and Introduction of Fine Arts Environmental education and research Importance on disabled, street-children and extreme-poor childrens education

Comparative analysis of National Education Policy 2000 and 2010

National Education Policy 2000 and 2010 are both based on the Dr. Kudrat-i-Khuda

Education commission formed in 1974 by the Mujib Government. After coming to power in1996, Al government formed a education commission headed by Professor Shamsul Haq to

formed a National Education Policy. Based on the Dr. Quadrat-e-Khuda EducationCommission, Professor Shamsul Haq Education Commission formed a National Education

Policy which was adopted by the government in 2000. After the landslide victory in 9 th

parliamentary election, Al government again come to power and formed another Education

Commission headed by national Professor Kabir Chowdhury. Kabir Chowdhury EducationCommission formed another National Education Policy which was adopted by the

government in 2010. As both of these education policies are based on Dr. Quadrat-e-Khuda

Education Commission, most of the provisions of these two policies are similar. But the

Educatin Policy 2010 is modified in the light of globalization and development on

information and technology sector. Here National Education Policy 2010 will be comparedwith the national Education Policy 2000 with the existing education policy framework.

Chapter 1: Education: Aims and Objectives

Objectives of Bangladeshs National Education Policy 2000:

Following are the main objectives of Bangladeshs education Policy 2000:-

Formation of concepts with regard to the needs and benefits and makingadvocacy in favour of Early Childhood Care Development.

Adopting parental education programme to enlighten them on the physical andnutritional requirements of the children.

Developing suitable pre-school curriculum and appropriate learning. Developing special teacher training courses. Conducting studies and research, undertaking experimental and pilot projects,

and at the same time, continuing evaluation of ongoing programmes.

Universal access to and completion of primary education by the year 2000.


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Student Assessment: According to the National Education Policy 2000, In classes 1 and 2,

there was continuous assessments, while from class 3 onwards, quarterly, half-yearly &yearly examination systems was be in place. The student had to sit for two important

examinations on class 5 and 8, and based on these two exams, meritorious students were

awarded with stipends. But according to National Education Policy 2010, In Classes I & II,there will be continuous assessments, while from Class III onwards, quarterly, half-yearly &

yearly examination systems will be in place. On the completion of Class V, a terminal

examination with identical set of questions will take place at Upazilla/ Pourashava/ Thanalevels (of big cities). On the completion of Class VIII, a public examination will take place to

be initially known as Junior School Certificate Examination. The Education Boards

concerned with examination will conduct this public examination.

Chapter 3: Adult and Non-formal Education

Adult education; The aim of adult education is to make people literate, to offer them

minimum skills in reading,writing and numeracy, to instill in them some humane values, to

make them aware of health and environment and to increase their professional skills.

Efforts will persistently continue till the enrollment rate reaches 100% and all the adultpeople become literate.

Non-formal education: Non-formal education is a complementary stream to the formalprimary education system. Those children who cannot be in the schools till 100%

enrollment is ensured at the primary level or dropout of primary education are supposedto receive some basic education or vocational training to use their skills in real life

situations through the non-formal schooling system.

On these issues, there are no major differences between the National Education Policy2000 and 2010.

Chapter 4: Secondary Education

Secondary education is very important to build human resources. No significant changes

have made in the National Education Policy 2010. In the new academic structure, the

secondary level of education will include Classes IX to XII. At the end of this level, studentswill choose different streams of higher studies according to their capabilities, or they will

earn their livelihood by their acquired vocational education or they can seek further

vocational skills. These provisions were also incorporated in the National Education Policy2000.

Chapter 5: Vocational and Technical Education

Skilled workforce is an essential concomitant of national development. Methods and

strategies of development have changed worldwide on the wake of new innovations and


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inventions of science. Each and every day, developing countries are facing unequal andaggressive competition in the world of business, transport, marketing of products, export

of skilled manpower and communication in the international market. For a developing

country like Bangladesh, opportunities of economic development will be created in thisstate of unequal competition and the value of physical labor will be enhanced. So highest

importance will be given to turn our students into competent manpower through

vocational and technical education with emphasis on science, technology and specially on

information technology.

Some new provisions have incorporated in the National Education Policy 2010, such as

Public-private partnership collaboration Two shifts for Diploma in Engineering and other diploma courses of technical and

vocational institutions

Private sector investment on vocational and technical institutions Constant review of curricula of vocational and technical education

Chapter 6: Madrasa Education

Aims and objectives of the Masrasa education is to learn Islam. Steps have taken so that the

students can understand the ideals and spirit of Islam and learn about its doctrines andways of life. At the same time, the students will get competencies in different branches of

knowledge and sciences. They will be able to add qualitatively in those areas.

According to the National Education Policy 2010, At present, Madrasa education is an

inseparable part of the national education process. Therefore, necessary steps will be taken

to keep the originality of this stream but it will be updated according to the demands of

present times so that it imbibes new vigor. Currently, in Bangladesh 5-year Ibtedaye, 5-

year Dhakil, 2-year Alim, 2-year Fazil and 2- year Kamil courses are in practice. To maintain

equivalence to other streams, Madrasa courses will be redesigned where Ibtedaye courseswill be of 8-year and Dakhil and Alim 2- year each. 4-year Fazil honours and 1-year Kamil

course will be introduced to coordinate these with the higher education of general stream,

subject to recruitment of necessary and qualified teachers and availability of necessarymaterials. But till these facilities can be ensured, the existing duration of Fazil and Kamil

courses will continue.

Chapter 7: Religious and Moral Education

The objective of religious and moral education is imparting knowledge about the respectivereligions of the learners, improvement of the students behavioral pattern, andestablishment of moral virtues in life and society and building of moral character of the

learners.

Significant difference of the National Education Policy 2010 from the National Education

policy 2000 is the incorporation of the provision of moral education to the policy.


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Chapter 8: Higher Education

The purpose of higher education is to generate and innovate knowledge, at the same time

to build up a skilled manpower. Autonomy is a must for the centers of higher studiesincluding the universities. But it will be implemented under some set rules. A government

monitoring system will be in place to monitor whether the allocated fund is being utilized

in a proper way.

Aims and objectives of the higher education have some changes in the national education

policy 2010. Special emphases have given to the children of freedom fighters, small ethnic

community and socially backward groups to ensure their higher education. The education

policy 2010 has given special importance to the inclusion of some new subjects like defense

studies, comparative theology, peace and conflict, climate change etc.

Chapter 9: Engineering Education

Modern age is the age of science and technology. Now, not just in the developed countries,

the use of science and technology in every sphere of life has become very common in our

society too. As a result, the scenario of social life and social activities has kept on changingdynamically. Accordingly, the academic curricula of Engineering will have to undergo

substantial changes in the 21st century.

National Education Policy 2000 and 2010 hold the same provision on this issue.

Chapter 10: Medical, Nursing and Health Education

A healthy and able population is a must for a country to move forward. For this, it needs

health awareness, preventive measures to combat diseases, proper treatment and medical

facilities. So proper education is essential to produce sufficient doctors, nurses, malenurses, health workers and specialists. Learners have to gain professional competency and

at the same time, they have to grow up as sensitive and conscientious persons.

Education Policy 2010 repeats the same provisions incorporated in the education policy

2000.

Chapter 11: Science Education

The chief objective of science is to understand nature. Science has been unraveling the

mystery of nature by experiment, observation and mathematical logic. On one hand, it

fulfills the inquisitiveness of human being and on the other; it helps human civilization to

continuously move forward through the utilization of different technologies originated out

of scientific knowledge. Proper study of science can only help the nation reach itsdestination quickly.

Some of the new provisions incorporated in the National Education policy 2010 are -

Organization of science fair and math Olympiad at national level


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Introduction of in-service training programs to train up teachers from primary tothe university levels

Establishment of science laboratories in all Upazillas under the supervision andfinancial aid of the government.

Chapter 12: Information Technology Education

About two centuries ago, civilization took a radical turn on the wake of industrial

revolution. Change is again taking place in the 21st century because of ICT revolution. By

becoming a part of this revolution, Bangladesh, as a developing country, has foundremarkable opportunities to alleviate poverty. Proper use of information technology can

lead to the achievement of expected skills. Technology can play a vital role in the

eradication of corruption by bringing in transparency in the state machinery. Moreattention will be given to prospective areas of export such as software, data processing or

call centre services industry including supply of skilled manpower in information

technology.

Some of the new provisions of the National Education Policy 2010 are

Increased use of computers right from the primary level of education Make all students computer literate before they reach the secondary level Developing a system which will ensure all graduate students to learn basic skills in

computer by 2013

Chapter 13: Business Studies

Contribution of industry, trade and service organizations is very important in the economic

development of the country. In this education policy, business studies has been treated asan integrated formation of necessary branches of knowledge that are required to conduct

the activities of industries, trade and services organizations. Proper learning of business

studies can help find a job or take business as a career as a means of living. In the presentworld, which is characterized by market economy, widespread global commodity market

and strong competitiveness, efficient management and activities related to it constitute the

pre-condition of institutional success. This is why the importance and demand of businessstudies have been increasing in the present world including Bangladesh.

No significant changes have made on that issue in the National Education Policy 2010.

Chapter 14: Agricultural Studies

Bangladesh is an agricultural country. It represents an agro-based economy. So, thedevelopment and improvement of socio-economic conditions of life are related to the

development of agriculture. National development of agro-based Bangladesh is connected

with agricultural studies, research and extension of the system. Agriculture is an applied

science. Agricultural development can be defined as the planned development and


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management of crops, livestock, fisheries and forestry of the country. Higher agriculturalstudies will mean the study and research at graduate, post-graduate and doctoral level in

the planned development and management of agriculture, veterinary science, animal

husbandry, agricultural engineering, agricultural economy and fisheries.

No significant changes have made on the Agricultural studies in the National Education

Policy 2010.

Chapter 15: Law Studies

It is the Constitutional right of all citizens of the country and all the people who reside in

Bangladesh to enjoy the protection and privileges of law. Study of law is very important in

order to establish the rule of law according to the Constitution and to create responsible

citizens. Study of law as a modern and advanced discipline is extremely important for the

establishment of justice and to ensure social as well as economic parity. Law studies will beanalytical and pragmatic for the future generation students, so that they can play an activerole to establish the rule of law, human rights and justice and also to protect national

interests in the international arena.

Only a slight change has made on that issue in the National Education Policy 2010 and that

is taking admission tests in colleges to improve the law studies.

Chapter 16: Women's Education

Education is the founding stone for the development of the country and society. A large

number of women of the country are deprived of education for various social, economicand cultural reasons. Women constitute half of the country's population. Women's scope of

work is usually limited to family welfare, child care and domestic chores. Women are

generally allotted a passive role in national development. This existing trend must bechanged. Emphasis will be given on women's education to ensure women's comprehensive

development and empowerment and womens participation in a balanced socialadvancement.

Some new provisions have included in the National Education Policy 2010 to ensure

womens education. Some of these provisions are

Inclusion of gender studies and reproductive health in the secondary levelcurriculum of last two years.

According to the new policy, all students, irrespective of their sex, must have equalliberty to choose their courses of studies at the secondary level and equal

importance will be attached to all subjects. Girls will not be persuaded to take up

some specific courses like home economics.

Women's participation will be ensured at all levels of policy and decision-making,namely, in matters of primary, secondary and higher education.

The regulations for punishment relating to sexual harassment and repression onwomen will be strictly followed in the educational institutions.


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Chapter 17: Fine Arts and Crafts Education

Fine Arts and Crafts education is an important factor to build up a culturally rich, aesthetic

and tradition-conscious and disciplined nation. This education includes music, painting,arts and crafts, recitation, acting, dancing, body language etc. These help develop the

quality of learners minds and contribute to intellectual enhancement. This education

provides the students with knowledge of the painting, sculpture, music, plays, folkperformances and theatrical arts of the country. Students can also learn about the history

of arts and cultures of other nations. Fine Arts and Crafts education contributes to aesthetic

enrichment of the students and moreover, it can help the students find out self-employment.

In the National Education policy 2000, the name of this chapter was fine arts education, butin the new policy, the name has been changed into fine arts and crafts education. In the new

policy, special opportunities have been offered for the students belonging to backward

classes and small ethnic groups.

Chapter 18: Special Education, Health & Physical Education, Scout, Girls Guide and

Bratachari

Education for challenged learners: Special education: Challenged children are those

who are blind, deaf and dumb and physically and mentally handicapped. These children arecategorized as mild, semi and acutely handicapped according to the degree of their

disabilities. The education for the handicapped depends on their types and degrees of

challenges. With the adoption of some necessary measures, many of them can be inducted

into mainstream education. But special education will be provided for those acutelyhandicapped children who cannot be enrolled in the general school system. Policy will be

specially designed for them.

Health and Physical Education: Health and physical education are the neglected areas in

the field of education of Bangladesh. Like general education the importance of health and

physical education to build up an educated nation can never be underestimated. Without

this general education remains incomplete.

In the National Education Policy 2010, this chapter remains as same as in the educationpolicy 2000.

Chapter 19: Sports Education

The importance of physical fitness and sports is an imperative factor for the holistic

development of the youths and students. Education, training, creativity, productivity andother relevant qualities in combination with good health and healthy mind help develop

human resources. The combination of mind, body and intelligence brings fulfillment in life.Though sports and physical education have been occupying a special place in our countryfor a long time, the achievement in this field is questionable. In this context, sports

education must be given an important place in our national education system and it is

necessary to take practical steps.


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In the National Education policy 2010, a new provision of teachers training hasincorporated which can be described as follows

Immediately after their recruitment, primary and secondary teachers will undergo2- months foundation training and for the college teachers it will be of 4-months.The primary and secondary level teachers must take part in courses of C-in-Ed and

B.Ed within 3-years of joining their posts.

In the new policy Increment of financial grants/remunerations and other facilitiesfor the trainees has been ensured.

Chapter 25: Status, Rights and Responsibilities of Teachers

The proper dignity of teachers everywhere from the primary to the highest level is a very

important factor. The status of teachers of all levels requires to be re-evaluated through in-depth examination since they are supposed to inspire the meritorious students to be

interested in the teaching profession by discharging their proper duties. This is important

because the teachers claim proper dignity and facilities for their jobs. At the same time,their rights are closely connected with their duties. Teachers must responsibly carry out

their professional and other duties. All concerned should contribute to the development of

educational standard and environment.

In the National Education Policy 2010, duties of the teachers have included, whichare

to inspire and encourage the students to cultivate fine habits; to build them up with the habits of diligence, tolerance, perseverance, patience,

respect for religion of his/her own and of others;

to build them up as patriotic, efficient citizens free from superstitions.Their responsibilities will include delivery of lessons within the classroom with sincerity

and involvement in activities related to education. They will feel responsible to build up thefuture of the learners. The teachers will be present in their respective institutions for somefixed hours.

Chapter 26: Curriculum, Syllabus and Textbooks

Curriculum is the heart of education. So it should represent on the one hand, national ideals

and values, aims and objectives and contemporary needs, on the other it needs to be

prepared by taking into account the age, merit, and receptive ability of the learners. Since it

is desirable that the education system of a country is built on the socio-economic and

political conditions, age-old cultural traditions, religious beliefs, moral and human values,all these must be reflected in the curriculum.

On this issue, no significant changes have been made in the National Education Policy 2000.


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Chapter 27: Educational Administration

Ensuring quality education through successful implementation of the National Education

Policy and qualitative excellence of the education system depends largely on educationaladministration responsible for its management. For the overall development of education

and expansion of educational facilities for the citizens, and strengthening of

implementation of appropriate programs and projects, it is essential to update educationaladministration. To ensure competent governance in the educational administration and

make all tiers of educational administration and management free of corruption, efficient,

dynamic, accountable, transparent and effective, all necessary steps will be taken andimplemented in the light of realities and demands.

Some new strategies have been adopted in the National Education Policy 2010, such as

Formulation of Consolidated Education Law Formation of Permanent National Education Commission Teacher recruitment, training, transfer and promotion of teachers serving in

educational institutions covered by the National Education Policy and beneficiaries

of MPOs

Formation of Accreditation Council Establishment of the Office of Chief Education Inspector Restructure the existing Directorate of Secondary and Higher Secondary Education A separate Directorate for Madrasa education Steps for Development of Education Cadres

Chapter 28: Some Special Initiatives to be taken regardless of Educational Levels

Minor changes have been made on the strategies of this chapter.

Key Issues that need to be addressed

Based on the above discussion, for improved functioning of the education sector with aview to enhancing its role in promoting growth with equity in Bangladesh, we have

identified the following as key issues that need to be addressed during the next term of the

government. The issues of access, equity and quality however being intertwined have to be

looked at in totality in an integrated manner, and the strategies to address them must alsolook at the key areas simultaneously, not in a piecemeal fashion.

Primary Education:

Access: Since provision of universal primary education has been recognised by theBangladesh Constitution as a state responsibility, and Compulsory primary Education Law

has already been enacted towards that end , it is extremely important to find ways and

means to bring all school age children to primary schools .


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Equity: Those left out included the working children from extremely poor households,physicallyand mentally handicapped, urban slum dwellers, residents of inaccessible rural

areas,tribals, adivasis ets.

Quality: There exists at present no mechanism for assessing learning achievement at

primarylevel. Enhancement of the quality of both public and private education, particularly

for the more deprived segment of the population, remains a major priority of public policy.

Relevance: Although by effecting necessary reforms in the curriculum of primary

education, it waspossible to widen the scope for primary education to play an increasingly

important role in the national economy, failure to significantly improve its quality has

contributed littleto enhance its relevance.

Efficiency: Although the dropout rate came down to 35 percent in 1999, it still remains

quite high. The CAMPE Survey revealed that the average attendance at schools was 62

percent only. 38 percent students repeated their courses. As a result it took 6.6 years tocomplete thefive year course. All these indicate to poor efficiency of the system. Upgrading

the efficiency of the system, by ensuring retention of students in school and improvedacademic results remains an urgent task.

Secondary Education:

Access: In a world of global market competition, the secondary level has become part of

basic education that should be universally available. In Bangladesh, however, as most

secondary schools belong to the private sector operating generally on commercial

considerations, while prosperous regions experience a proliferation of such schools, many

poor regions remain totally un-served by any secondary school that acts as an effective

barrier to access of children to secondary education. The key issue therefore is how tosignificantly improve access of children to secondary education, and at the same time

remove all existing gender disparities at different levels of secondary education.

Equity: The problem of equity is worse compared to primary education. Tuition fees andother costs (for school uniform, text books, transport, private coaching etc) of secondary

education including considerable opportunity costs serve as effective barriers to accessfor

children from poorer households. Moreover, at this level of education, the socialdivide alsogets prominently displayed. An elite mostly English medium system that functions with adegree of efficiency, and a mass system (bifurcated into a secular stream and a religious

stream) considered largely dysfunctional are observed to coexist.


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Quality: Quality of education as reflected by performance of students at publicexaminations can hardly be called satisfactory. In 2001, nearly two thirds of all students

who sat for theS.S.C. Examination failed.

Relevance: Both in adequately preparing the students for higher education, and for

meeting the manpower needs of the economy, secondary education in Bangladesh could

hardly playan effective role.

Efficiency: With dropout rates at 21.3 percent, and 52.1 percent at junior secondary, and

secondarylevels respectively in 1999, and failure rate at 65 percent at S.S.C. Examination in

2001, one can definitely raise questions about efficiency of our secondary education

system.

Tertiary Education:

Access: Access cannot be universal at this level, but it has to expand substantially to meet

thechallenges of today's knowledge economy and information society. In 1999, compared

to total enrolment of 12, 47,674 at higher Secondary level, enrolment at degree andmasters levels were 6, 50,277, and 74,979 respectively. Girls seem to have much lower

access totertiary education. At degree and masters level, they accounted for 32.6, and 26.3

percentof total enrolment at corresponding levels respectively.

Equity: Equity is a major concern. Inequities at the previous levels are magnified by highly

subsidized public education at tertiary level. Access to private universities being restricted

only to those who can pay extremely high tuition fees , only the children from affluentfamilies can get themselves enrolled in such universities.

Quality: Quality is a serious problem in tertiary education even at universities, both publicandprivate. The University Grants Commission ( UGC) has miserably failed in discharging

its role as a guardian of public universities, and as a promoter of quality. It has also failedto

institute a self-regulatory accreditation system for private universities.

Relevance: In the absence of any linkage between public universities ( with the exception

of a few Departments like Business Administration, Pharmacy etc.) and the job market,

educationimparted at public universities had little relevance to the needs of the economy.

Private universities on the other hand responded only to market signals, relevant to theeconomyin the short run , and neglected long term interests of the economy.

Efficiency: Long session jams, a characteristic feature of public universities, is a clearindicator ofinefficient management of public universities of Bangladesh.


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Vocational and Technical Education:

Scope and access to vocational and technical education need to be much wider. Most

critical vocational preparation in today's globalized economy is a grounding in science,mathematics, and language skills offered through sound general secondary education.

Those who do not go for secondary education or drop out-a large number- need to have

access to flexible and market responsive skill development opportunities. Public privatepartnerships are especially important for this purpose. For older adolescents without basic

education-again a large number- a second chance that combines general education and skill

formation need to provided.

Non-formal and Continuing Education:

With large non-participation and drop-out in primary and secondary education and an

overall low literacy level of the people, there is a huge need for non-formal and continuingeducation. Supported by large external funding, a vigorous movement has already beenlaunched by the government in this particular area of literacy and post literacy education in

the form of Total Literacy Movement (TLM) and other Non-Formal Education (EFE)

programmes. Unfortunately, however, a total neglect of effective performance standards,

quality criteria, inept management and large scale corruption combined with officialdeclarations of increase in literacy every other month have turned these efforts into a

meaningless farce and a source of huge waste of public resources. A proper literacy and

continuing education programme-the foundation of life-long learning-with enforceablequality criteria and performance standards is very much needed.

Policy Recommendations: Priority Action Points

On the basis of experience in countries which have registered rapid progress in education

and national development as well as independent studies and analyses, we canrecommends the following key measures to address the nexus of access, equity, and quality

at different levels of education, and also for enhancing the relevance of education, and

efficiency of the delivery mechanism.

1. Mobilization of additional resources and ensuring their efficient utilization2. Decentralization3.

Partnerships with parents communities, private sector, businesses, NGOs, religiousbodies

4. Improving Management Capacity5. A Unified-not necessarily uniform- System of Basic and Secondary Education6. Curriculum and Learning Materials7. Efficient and specialized teachers8. Assessment of Learning9. Focus on gender sensitivity10.De- Politicization of Education


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11.Give emphasis on providing internet facility and e-learning12.Relevant and rational Education Policy-making6

Prerequisites for a suitable and appropriate National Education Policy:

The government of Bangladesh should take into account these policy measures in order toformulate an acceptable and appropriate national education policy.

Commitment: A very important determinant of any accomplishment in the education

sector is the commitment of its various stakeholders. Perhaps the earlier documents had

excellent content but failed to gain the commitment of those responsible for its

operationalisation. Commitment is not automatic; it must be generated through a

programme that is exciting, achievable, rewarding, demonstrates clear benefits, involves

the stakeholders, and is measurable. Beginning at the very top, commitment must be

palpable as it is energised, transmitted, and sustained at all levels.

Comparability: A question is whether to build the education system from scratch or

emulate. The rapid expansion of education systems in the past 30 years in Asia, particularly

East Asia, and the ascendance of this region in social and economic status testify to the role

of education in shaping the future of a country. Some of these countries lead the world in

cross-national comparisons of student achievement. By learning from the experiences of

these countries, it may be possible to leapfrog into an education system that will pay therichest dividends. Finding such a country to emulate should also serve as an effective

benchmark. Here emulation means replicating what is possible and adapting what is

needed. If a system is emulated, it is important to compare achievements with the emulated

system.

Clientele: The education sector must be designed with its main clientele (students) in

mind, whom it wants to serve and empower. It should develop appropriate and responsive

programmes, processes, and organisation structures that would best be able to deliver.

Educational needs and circumstances may vary for different groups, that may require abalancing act between standardisation and customisation of the entire programme. Any

attempt at a one-size-fits-all education policy that amounts to force-feeding will surely be

counter-productive. The programme must be designed for optimal benefits; access, equity,

and costs are other major components that must be considered in designing the

programme.

6 Policy brief on education policy, CPD task force report, Center for Policy Dialogue, pp. 21-26


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Capacity: One of the biggest stumbling blocks today for the entire education system is its

incapacity to conceptualise, create, package, price and deliver educational products and

resources to its clientele. Capacity problems are reflected in the poor condition andfunctionality of the buildings, inadequate ability of the teachers to teach, a decrepit

curriculum that cannot even articulate what output it expects to generate, abysmal

management systems at all levels, etc. These deficiencies stymie one's imagination as to

how the education system has continued to exist under the guidance of various

governments and their development partners that have pushed various programmes. Given

the remorseless pace of evolution of knowledge products from a global perspective,

proactive capacity must be built among educational planners who are able to sense the

rapidly changing needs in the context of a networked global order to make the education

system relevant, innovative, and responsive. What is the capacity of the education system

to adapt itself quickly to produce human resources in, say, healthcare or information

technology that the labour market needs? Clearly, it is vital to build capacity in the

following areas managerial skills, curriculum design, quality teaching, evaluation systems,

and research capabilities to sustain a first-rate education system.

Coordination: To eke out efficiencies, the education system must be integrated in a linked

structure in which one sub-system feeds into the next in a smooth and integrated operation

to achieve clear and measurable goals. The most important aspect of coordination is that

the sub-systems must work like parts of a machine to keep it functioning. With poorcoordination, the machine is rendered dysfunctional.

Cash: The education sector is financially challenged; in fact deprived! As things stand,

investment in education in Bangladesh is roughly 2.7% of GDP. Comparative numbers are

roughly; Pakistan 2.6%, India 3.2%, Thailand 4.2%, Malaysia 6.2%, UK 5.6% and USA 5.3%.

These numbers suggest a link between educational expenditures and the stage of

development of a country. Clearly, unless greater financial resources are mobilised and

allocated to this sector, the goal of developing needed human resources to fulfill the

country's needs will not be achievable. If the government is serious, it must increase theallocation of "cash" to this sector substantially.

Communication: The final piece that ties everything together is communication. How is

the system performing? What are the metrics? Who gets to know what so that system

coordination is insured? It is imperative that the education system incorporates a system of

metrics that arrays the system against defined standards. Such metrics are needed for

resource inputs, process indicators, and output goals. Each sub-system (primary education,


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comparative analysis of bangladesh national education policy 2000 and 2010 (sajid karim)

Documents