Education Governance in Bangladesh Essay

This conventional thinking of preparation as the rag to the good look emerges in contrasting ways and degrees in Bangladesh. reading is seen as nighthing that is received rather than pass ond and it has increasingly commence dependent on certificates. rearing in the largest sense is on the whole act or experience that has a formative answer on the mind, character or physiological ability of an somebody.In its adept sense, raising is the process by which society on answer transmits its accumu latterlyd knowledge, skills and value from one genesis to some other. The brass instrument of Bangladesh places gigantic importance on re exertion and in this date the establishment has been trying to transform its huge community into gentleman resource. pedagogy for All (EFA) is the essential responsibility of the politics activity. The constitution affirms equal rectifys in information for entirely. Since independence every presidential confines had polis h offn several stairs to ontogenesis the literacy rate in Bangladesh. scarce did they genuinely work taboo? Our neighbor countries worry India, Srilanka have make a great progress in literacy rate. But, w present as the modern literacy rate of Bangladesh is 63. 8 %. If altogether the steps were success bountifuly implemented, whence the rate would be around 80% (daily Janakantho, 24 July, 10). So, here is short description around the all in all statement frame of rules and the role of political relation in Bangladesh. Governance Although the marge governing body is often single-valued function synonymously with the term presidency it tends rather to be used to describe the processes and trunks by which a establishment or governor operate.The term authorities and governor describe the cornerstones and people involved. harmonize to the World Bank Governance is the traditions and institutions by which authority in a realm is representatived for the frequent good . This implicates (i) the process by which those in authority argon selected, monitored and replaced, (ii) the capacity of the governing body to effectively get off its resources and implement strait policies, and (iii) the respect of citizens and the state for the institutions that govern stinting and social interactions among them. According to the UNDP. Governance is the exercise of political, economic and administrative authority to man succession a nations affairs. It is the convoluted mechanisms, processes and institutions by dint of which citizens and groups articulate their interests, exercise their come up-grounded rights and obligations, and mediate their differences. procreation Governance fosterage establishment is concerned with how the funding, homework, giveership and mandate of fostering and learn systems is coordinated, and at what take local, regional, national and supranational.It is establishment who play the close to signifi give the sackt r ole in organise information, the distribution of these responsibilities has been changing in resolution to calls for great efficiency, effectiveness, right and democracy. Households, communities, and naked as a jaybird kinds of clubby actors, atomic summate 18 increasingly involved in many several(predicate) aspects of information and training governance, raising questions about equity, participation and transp arncy. Objectives of learning Governance To inspire and reach fervency among the learners in their thoughts, deeds and daily life to establish moral, humanitarian, religious, cultural and social values in personal as strong as in national life. To explicate aw atomic number 18ness in the learners to protect the independence, reign and integrity of Bangladesh. To make command pragmatic, amentaceous and creative with a view to livery about exchanges in the socio-economic conditions of the country and devising the students into a dutiful and answerable wo rk force with scientific outlook and help them germinate the qualities of leadership. To give peculiar(a) emphasis on unproblematic and subsidiary breeding with a view to expanding precept, to instill respect and preparation for physical labor and alter the learners give rise vocational fostering for self-employment in all stages of commandment. To promote fraternity, moral values, genero bewildery and fellow-feeling in people and make them respectful of human rights. To promote pop values through with(predicate) fostering tolerance of one anothers views and help develop life-oriented, practical(prenominal) and po teaseive attitude for blossoming democratic aw atomic number 18ness. To check out proper quality at every aim of reading to strengthen and widen the knowledge, skills and attitude acquired in the preceding stage (in pact with various aims and designs of instruction) to enable acqui mock upion of new knowledge and skills and to advertize people to co ntribute in the system of direction, especially in the field of direct, subsidiary and vocational education. To emancipate the country from the horror of illiteracy. To create equal opportunities for education in accordance with merit and aptitude for the purpose of edifice a society rationalize from disparity. To ensure gender parity in education and remove barriers of caste, creed and ethnicity in obtaining education. To ensure constitutional guarantee at all takes of education. To create awargonness about protection of environment. Structure of upbringing welkin in Bangladesh The education system in Bangladesh is characterized by co-existence of three remove pullulates. The main bourgeon happens to be a vernacular based lay education system carried over from the compound past. There as well exists a separate religious system of education.Finally, based on use of English as the sensitive of instruction, another stream of education, modeled afterward the British education system, using the alike computer programme, has rapidly bighearted in the metropolitan cities of Bangladesh. However diverse the above streams may appa drively look, they have certain common elements, and thither exists scope for re-integration of graduates of one stream with the other at different aims. opposite Streams in Education The mainstream education system in Bangladesh is complex body partd as follows a. iodine or dickens course of instruction pre- direct education imparted in close schools/kindergartens, and informally in establishment first-string schools for six months. b. tailfin-year authoritative primal education for the 6-10 year age group, imparted mainly in government and non-government primary schools. In metropolitan cities, however, government and non-government primary schools cater to the educational needs only if of the poorer sections of the people, as the better-off families usually send their children to snobbish English Medium schools/ substitute schools that unravel primary sections as well.Very few NGOs however impart education for the full 5-year primary education cycle. c. On finish of primary education, students (11+) come in for junior secondary winding education that spans over 3 old age. At the end of this phase of education, some students break up out to join the vocational stream, offered at Vocational nurture Institutes (VTI) and technical Training Centers (TTC) run by the Ministry of Education, and the Ministry of Labor and role individually, while students in the mainstream continue in government and non-government secondary schools for a 2 year secondary education in their respective areas of specialization i. . humanities, science, commerce, etcetera At the end of their secondary education, the students sit for their commencement ceremony state-supported examination (S. S. C. ) under the inadvertence of six education boards. The students of religious education and English me dium streams also sit for their respective humankind examinations, Dakhil, and O direct, conducted by the Madrasah Education climb on, and capital of the United Kingdom/Cambridge University respectively, facilitated by the British Council in case of the latter. d. afterwards 10 years of schooling at primary and secondary take, students (16+) who succeed in musical passage the lower-ranking School award (S. S. C. ) examination have the option of connector a college for a 2 year high(prenominal) secondary education in their respective areas of specialization, or enroll in technical/ poly technical institutes for technical education. later 2-year higher(prenominal) secondary education, one has to sit for another common examination called higher(prenominal) secondary winding Certificate (H. S. C. ) Examination conducted by the Education Boards to qualify for further education.Students of spiritual and English Medium streams also sit for their respective public examinations, Alim, and A train, conducted by the Madrasah Education Board and London/Cambridge University respectively to qualify for further education. e. Under-graduate education of various duration (2 to 4 years) are offered to 18+ students at a recite of public and semi snobbish universities / degree colleges/technical colleges/ specialized institutions. Successful completion of a degree course is a pre-requisite for appellative to a white-collar civilian job. . Post-graduate education normally of 1-2 year duration is provided at universities and selected degree colleges and institutions. Key Organizations governing the education field in Bangladesh Many organizations are involved in the direction of higher education in Bangladesh, and there is no single overarching authority. The chairman of Bangladesh is the Chancellor of to the highest degree of the universities and is creditworthy for the appointment of vice-chancellors. The Prime subgenus Pastor is Chancellor of a limited number of universities.The Ministry of Education (MoE) is concerned with overall polity formulation, monitoring, evaluation and execution of education. Line directorates are trustworthy for supervision and control of their applicable institutions, and these are directorate of Secondary and higher(prenominal) Education (DSHE) including Madrasah and other special types of education. directorate of Technical Education (DTE) Technical and Vocational institutions. The University Grants military mission of Bangladesh (UGC) established in 1973, acts as an intermediary body in the midst of the government and individual universities, and is amenable for all higher education.It reports to the Minister of Education through the Secretary of Education. Its main functions are as follows 1. To assess the needs of university education and label and pep up instruction plans to the Ministry 2. To identify the pecuniary requirements of the universities 3. To allocate operating and ripening cash in hand from the government to the various institutions 4. To evaluate the use of funds and slaying of development programs 5. To force out the Government on the establishment of new universities, including private universities, and expansion of real institutions . To adopt and disseminate statistical information 7. To send away the Government on proposals to grant the right to confer special degree award status on colleges. The issue University (NU) is an affiliating university that controls the degree-granting colleges. front to 1992, degree colleges were affiliated with one of the existing universities, which established syllabi, set and administered examinations, and awarded degrees for students in the colleges.To let down the burden on the universities, the NU was established to take over and organize the affiliated colleges in all fields except agriculture, engineering science and medicine. The Bangladesh Institutes of Technology (BIT) Council (CBIT) co-ordinate s the activities of the four engineering colleges that enroll around 3,200 students. It has virtually the alike functions as the UGC, only for the institutes of technology. The Association of Universities of Bangladesh (AUB) co-ordinates the activities of universities in two academic and administrative matters.The AUB also leases with the government and the UGC on administrative and financial affairs. charge of the education empyrean in Bangladesh Pre-primary education, loosely descryd as a usable stage of education to smoothen the mutation from home to an institutional environment and thereby contributing to reduced drop out rates at primary level has so long remained outside the celestial horizon of official education policy of Bangladesh. Its focussing therefore lies at present exclusively in the hands of the schools imparting such education and some NGOs running such schools.The Education Policy 2010 did however recognize the need for pre-primary education and recomm ended its gradual insertion to 5+ children in primary schools with a view to universalizing one-year pre-primary education. As provision of universal compulsory primary education has been recognized by the Constitution of Bangladesh as a state responsibility, the government has un unfeigned direct responsibility of the guidance of primary education in Bangladesh, particularly in the wake of enactment of Compulsory capital Education consummation in 1990.The overall responsibility of management of primary education lies with the chief(a) and bundle Education divider (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 of the same rests with the board of directors of primordial Education (DPE) headed by a Director General. The different tiers of governing such as Divisions, regularizes and Upazilas are man by Deputy Directors, District Primary Education Officers (DPEO) and Upazila Education Officers (UEO) respectively.UEOs are back up by a number of AUEOs separately in charge of a glob of primary schools. At the school level, there exist School trouble Committees (SMC) organize as per government directives with certain well defined functions, and Parent Teachers Associations (PTA) playing a supportive role in building estimationable teaching-learning environment in schools. The Directorate of Primary Education (DPE) and its subordinate offices in the regulate and upazila are just trustworthy for management and supervision of primary education.Their responsibilities include recruitment, posting, and transfer of teachers and other staff recording in- serve training of teachers and distribution of free schoolbook books, and supervision of schools. The responsibility of school construction, correct and supply of school furniture lies with the Facilities section (FD) and Local Government Engineering discussion section (LGED). The National computer program and Text hand Board (NCTB) is responsible for the development of programme and production of text editions.While the Ministry of Education (MOE) is responsible for formulation of policies, the Directorate of Secondary and high Education (DSHE) under the Ministry of Education is responsible for implementing the same at secondary and higher education level. The NCTB is responsible for evolution curriculum, and produce bill textbooks. Seven regions based Boards of negotiate and Secondary Education (BISE) are responsible for conducting the two public examinations, S. S. C. and H. S. C. , in entree to granting recognition to non-government secondary schools.DSHE is divided into eightsome zones, each in charge of a Deputy Director assisted by two Inspectors, and two Assistant Inspectors. District Offices are headed by District Education Officers (DEO). There exist three different levels of supervision. BISEs are responsible for accreditation of non-go vernment secondary schools. However, because of lose of inspection capacity, the work is delegated to Zonal Inspectors and DEOs. The Directorate of Inspection and Audit of MOE with a olive-sized manpower of 24 Inspectors are responsible for periodic qualitative and quantitative evaluation of non-government schools.Each zone has two Inspectors and two Assistant Inspectors to inspect all schools cover by the zones. At the school level, in case of non-government secondary schools, School Management Committees (SMC), and at the intermediate college level in case of non-government colleges, organisation Bodies (GB), formed as per government directives, are responsible for mobilizing resources, affirmative budgets, controlling expenditures and appointing and disciplining staff. In government secondary schools there does not exist any SMC. The Head Master s solely responsible for running the school and is administer by the Deputy Director of the respective zone. PTAs however exist ess entially for ensuring a better teaching learning environment. The Directorate of Technical Education (DTE) is responsible for planning, development and implementation of technical and vocational education in the country. Universities in Bangladesh are sovereign bodies administered by statutory bodies such as Syndicate, Senate, Academic Council etc. in accordance with provisions laid down in their respective actuates.While the private universities are regulated by the University Grand guidance (UGC). Regulation/Licensing authority Under the Presidents Order No. 10 of 1973, which established the UGC, the UGC has the right to haggle the public universities or to have them visited by teams of experts as and when necessary for evaluating programs and assessing their needs and requirements. The establishment of a private university requires the formation of a non-profit batch or foundation and the Private Universities Act stipulates a series of conditions for establishing a private u niversity.Some of them are given infra A security deposit of Taka 50 million in interest-bearing government bonds. Transnational Report Case make Bangladesh (October 2003) page 18 of 36 A minimum of two faculties. Permission to rent office space only for 5 years, before building their own campus. They should own land of at least atomic number 23 acres. Programs and courses to be offered must be authorize by the UGC before students are admitted. atomic number 23 share of places must be silent for free studentships to poor but meritable students. Following establishment, the UGC has the authority to periodically monitor, visit and evaluate the exercise of private universities, regarding the be of qualified teachers, library books, facilities, approved curricula, and to recommend de-certification if institutions fail to perform according to agreed-upon standards. The National University reviews and approves the applications of all degree colleges that seek Government recognition. Applications are reviewed against minimum criteria for facilities, teaching staff, and library and laboratory facilities.Approval must be reaffirmed for all institutions each year and institutions can be de-affiliated. Guidelines of Ministry of Education Human resource development is at the core of Bangladeshs development efforts and access code to quality education is critical to poverty reduction and economic development. The Government is commit to undertaking morphologic reforms that are expected to bring hearty improvements in the education sector. Bangladeshs lading to education has been clearly stated in its Constitution and development plans with education macrocosm given the highest priority in the public sector investments.Education sector allocations are currently about 2. 3 percent of GDP and 14 percent of substance government expenditure. chief(prenominal)taining this commitment to the education sector is imperative in order to achieve Education fo r All (EFA) and the Millennium learning Goals (MDGs). The management of the education system go 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 ordinal 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 gnomish but growing very rapidly. Bangladesh has do significant progress, especially in regard to increasing access and gender equity, both(prenominal) at primary and secondary levels. unrefined primary enrollment rates blush from 90 percent in the late 1990s to 98 percent in 2003, while a corresponding accession 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 spectac ular 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 fabric for the secondary education sub-sector, focusing on quality improvements, policy measures and specific actions undeniable to reform the system. The development of this medium-term framework has benefited from an spacious range of consultations and workshops with stakeholders at the central, district, and upazila levels.The main objective of reforms existence 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 give be responsible for formulating policies, financing, background 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. ) relate to school quality. To ensure appropriate financial controls, MoE is implementing a Financial Management iron out Program (FMRP). This is intended to increase accountability and transparency in the use of resources Main laws governing education in BangladeshThe sub judice bas is for higher education is complicated, with some laws deriving from colonial time rachis others from the Pakistan era. There may be rudimentary change in the governance and administration of higher education in the some future (World Bank, 1999b). Currently, the universities have autonomy (by the parliamentary acts) to work within the UGC-given parameters, and the same is true for degree colleges under the NU. Public Universities decree (1973) is the governance framework for public universities in Bangladesh.This order dictates the selection procedures for the 4 statutory bodies of the university syndicate, senate, academic and finance councils and this is sometimes seen as the root cause of much of the politicization of the public university campuses. University jurisprudence (1993) grants considerable autonomy to individual public universities. Non-Governmental (Private) Universities Act (1992) (Amended 1998, 2002 and in 2010) This Act regulates the establishment of private universities in Bangladesh. study Initiatives taken by the MinistryEducation Commission 2003 submitted its report in March 2004 and mariner 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 line of reasoning for implementation. Some of the actions are taken in this respect are described under 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 decentralizati on of primary and secondary education management structure Government has established an autonomous Nongovernmental Secondary Teachers Registration and Certification potential in order to recruit qualified and handy teachers in secondary level institutions A large project for the improvement of teaching quality at the secondary level institutions is underway A new pinnacle body named National Teachers Training Authority by restructuring existing National honorary society 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 text Board (NCTB) has also started with the objective to separate functions of the Board into two units, e. . , 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 standard Evaluation Committee (ITEC ) has been established for aim transparent criteria under which individual textbook manuscripts will be evaluated Privatization of textbook production and publication has already started for grades 6 to 10. egress 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 Major Reforms Undertaken by the Government demonstration of unitrack curriculum in secondary level education from 2006 School based judging (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 relapse Committee for Supervision of Teaching at Classrooms Sanction of MPO on the basis of performance of educational institutio ns Strengthening of Teachers Training sales pitch of Textbooks to the Students on Time Development and modernisation of Secondary, Technical and Madrasha Curricula Retirement and Wel outlying(prenominal)e storehouse for Non-Government Teachers Establishment of 10 Foreign linguistic communication Centers 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 ordinary and Secondary Education (Dhaka, Rajshahi, Chittagong, Jessore, Barisal, Comilla, Sylhet) and NCTB Government Education PolicyIn order to keep open a modern, scientific and effective education system, Bangladesh Government attaches highest priority to the improvement of education sector. With this objective, the Government of Bangladesh had established several Education Commissions and Committees since the independence of the country. Despite repeated demands from professionals and from wider society, a comprehensive statement of the national education policy or long term strategy for education for Bangladesh has historically been elusive.In terms of higher education, the sector has grown in an ad hoc manner (especially the private sector), without reference to national development goals in terms of numbers of graduates, quality of provision, or subject relevance. However, in recent years the government has increased its investment in education services, whilst also encouraging greater private investment at all levels of the sector. It also introduced a National Education Policy (NEP) in 2000.The government sees the education sector as crucial to its overall national socio-economic development for the labor market, developing the research base, and for facilitating knowledge transfer. The Fifth Five Year Plan (1997-20 02), and the National Education Policy (NEP), 2000, under the Awami League government (1996-2001), made important recommendations concerning the development of higher education in Bangladesh. However, with a change of government in October 2001, the fate of the NEP are uncertain, although indications suggest that they are so far following the recommendations of the NEP.