This is gr8. If you dont go to school....School wl come to you...
Education related NEWS and updates : Bangladesh
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ITEE to facilitate local IT students
Friday, 22 October 2010 22:22
The New Nation - Internet Edition
ITEE to facilitate local IT students
BSS, Dhaka
Japanese government is planning to hold Japan's Information Technology Engineers Examination (ITEE) here to facilitate the local IT students and professionals to take part in the ITEE.
Japan International Cooperation Agency (JICA) told BSS that this facility would create job opportunities for Bangladeshi IT professionals in Japan as well as would help the country implement its digital Bangladesh programme.
The ITEE is a national standardized examination of Japan for their IT professionals, attended by five to six lakh IT students every year. In Japan, every IT student must pass the ITEE examination to get an ICT related job.
As first step of initiating holding of ITEE here, JICA with the help of Science and ICT Ministry will hold a trial test of 'ITEE' in the capital on October 30 next.
Though Bangladesh IT professionals have already gone a long way and the country is stepping towards building digital Bangladesh, there is yet any standardized examination for the IT professionals in Bangladesh, JICA Representative Takashi Ikeda told BSS on Friday.
JICA has taken the initiative to recognize the current skill and capacity status of local IT professionals for helping the government in building digital Bangladesh, he added.
The ITEE would also help Bangladeshi IT professionals to get job at reputed Japanese ICT firms and industry directly from here, he said.
Besides, if the local IT professionals can make good score at the ITEE, Japanese ICT entrepreneurs will be encouraged more to invest in Bangladesh, JICA representative said. Apart from Japan, the Japanese government holding the examination in 11 other Asian countries including South Korea, China, Thailand, Malaysia, Indonesia, Vietnam and India. As per the Bangladesh Computer Council recommendations 300 students of Dhaka University, Bangladesh University of Engineering and Technology,(BUET), Jahangirnagar Univeristy, United International University, Ahsanullah University of Science and Technology and some IT professionals will sit for the trial test on October 30.
Ikeda said the Japan government would initiate the ITEE permanently and regularly in Bangladesh if it will get satisfactory result from the trial examinations.
JICA will give awards to six participants who will score highest numbers in the trial test and the person who will become first among them would visit Japan under the sponsorship of Japanese government.
Friday, 22 October 2010 22:22
The New Nation - Internet Edition
ITEE to facilitate local IT students
BSS, Dhaka
Japanese government is planning to hold Japan's Information Technology Engineers Examination (ITEE) here to facilitate the local IT students and professionals to take part in the ITEE.
Japan International Cooperation Agency (JICA) told BSS that this facility would create job opportunities for Bangladeshi IT professionals in Japan as well as would help the country implement its digital Bangladesh programme.
The ITEE is a national standardized examination of Japan for their IT professionals, attended by five to six lakh IT students every year. In Japan, every IT student must pass the ITEE examination to get an ICT related job.
As first step of initiating holding of ITEE here, JICA with the help of Science and ICT Ministry will hold a trial test of 'ITEE' in the capital on October 30 next.
Though Bangladesh IT professionals have already gone a long way and the country is stepping towards building digital Bangladesh, there is yet any standardized examination for the IT professionals in Bangladesh, JICA Representative Takashi Ikeda told BSS on Friday.
JICA has taken the initiative to recognize the current skill and capacity status of local IT professionals for helping the government in building digital Bangladesh, he added.
The ITEE would also help Bangladeshi IT professionals to get job at reputed Japanese ICT firms and industry directly from here, he said.
Besides, if the local IT professionals can make good score at the ITEE, Japanese ICT entrepreneurs will be encouraged more to invest in Bangladesh, JICA representative said. Apart from Japan, the Japanese government holding the examination in 11 other Asian countries including South Korea, China, Thailand, Malaysia, Indonesia, Vietnam and India. As per the Bangladesh Computer Council recommendations 300 students of Dhaka University, Bangladesh University of Engineering and Technology,(BUET), Jahangirnagar Univeristy, United International University, Ahsanullah University of Science and Technology and some IT professionals will sit for the trial test on October 30.
Ikeda said the Japan government would initiate the ITEE permanently and regularly in Bangladesh if it will get satisfactory result from the trial examinations.
JICA will give awards to six participants who will score highest numbers in the trial test and the person who will become first among them would visit Japan under the sponsorship of Japanese government.
Skies
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Bangladeshi school girls learn karate to fight bullying
– Tue Nov 2, 4:21 am ET
DHAKA (AFP) – A district in northern Bangladesh has offered karate training to all female school and college pupils following a spate of suicides and killings due to bullying, officials said Tuesday.
Learning the Japanese martial art would make girls more able to protect themselves, said Bazlul Karim, head of Tangail district administration.
"They need to be strong to tackle the menace of bullying," he told AFP.
Local police chief Mizanur Rahman said sports teachers and police instructors would run the programme.
"The response from the girls and their guardians has been very positive," Rahman said, adding the police have also set up a 24-hour "text-message hotline" for bullying victims to report abuse and receive specialised help.
Since coming to power in December 2008 the Awami League government has launched a major crackdown on sexual harassment, particularly in schools, including stationing undercover police in playgrounds to arrest bullies.
The Tangail district's measures follow the deaths of three people across Bangladesh this week in bullying-related incidents, bringing the total number of deaths to 36 this year, according to police statistics.
On Monday a 15-year-old Hindu girl committed suicide after she was kidnapped by a stalker who locked her up and rubbed vermilion on her forehead -- a mark of marriage according to Hinduism.
A 50-year-old woman died after stalkers drove a motorcycle over her when she protested the bullying of her daughter last Tuesday. A college teacher who intervened in a bullying incident was also brutally murdered last week.
S: Google Head Line.
– Tue Nov 2, 4:21 am ET
DHAKA (AFP) – A district in northern Bangladesh has offered karate training to all female school and college pupils following a spate of suicides and killings due to bullying, officials said Tuesday.
Learning the Japanese martial art would make girls more able to protect themselves, said Bazlul Karim, head of Tangail district administration.
"They need to be strong to tackle the menace of bullying," he told AFP.
Local police chief Mizanur Rahman said sports teachers and police instructors would run the programme.
"The response from the girls and their guardians has been very positive," Rahman said, adding the police have also set up a 24-hour "text-message hotline" for bullying victims to report abuse and receive specialised help.
Since coming to power in December 2008 the Awami League government has launched a major crackdown on sexual harassment, particularly in schools, including stationing undercover police in playgrounds to arrest bullies.
The Tangail district's measures follow the deaths of three people across Bangladesh this week in bullying-related incidents, bringing the total number of deaths to 36 this year, according to police statistics.
On Monday a 15-year-old Hindu girl committed suicide after she was kidnapped by a stalker who locked her up and rubbed vermilion on her forehead -- a mark of marriage according to Hinduism.
A 50-year-old woman died after stalkers drove a motorcycle over her when she protested the bullying of her daughter last Tuesday. A college teacher who intervened in a bullying incident was also brutally murdered last week.
S: Google Head Line.
CaPtAiN_pLaNeT
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Steps to be taken to form pay scale for teachers: Nahid
Steps to be taken to form pay scale for teachers: Nahid
Education Minister Nurul Islam Nahid has said initiatives would be taken to form a pay scale and enhance the dignity of the teachers.
Terming teachers as the architect of nation-building, the minister urged them to devote themselves to their profession, reports BSS.
Mr Nahid was addressing a discussion meeting at Dhaka University senate building auditorium Saturday as the chief guest.
Bangladesh National Commission for UNESCO and UNSCO Dhaka Office jointly organised the meeting marking the 'World Teachers' Day-2010'.
Vice-Chancellor (VC) of DU AAMS Arefin Siddique presided over the function, while Education Secretary Kamal Abdul Naser Chowdhury was present as the special guest.
"We want to turn our children into human resources through education. So we will introduce a new education system for the new generation to adapt them to the needs of the new era," Nahid said.
The minister urged the teachers and students to extend cooperation to building a digital Bangladesh.
"We want to do something effective and time-befitting for the education sector in the greater interest of the nation," the minister said.
Nahid said that his ministry had been relentlessly struggling for ensuring a better social and economic status for the teachers.
"We have to face a lot of challenges including providing quality education, expansion of vocational education and modernisation of madrasah education," he said.
The education secretary said the government would print a total of 2.32 billion text books this year to provide books to all students in the country.
BUET VC Dr SM Nazrul Islam, Jagannath University VC Mesbah Uddin Ahmad and Treasurer of National University Prof Quazi Faruque Ahmed were present, among others, on the occasion.
Steps to be taken to form pay scale for teachers: Nahid
Education Minister Nurul Islam Nahid has said initiatives would be taken to form a pay scale and enhance the dignity of the teachers.
Terming teachers as the architect of nation-building, the minister urged them to devote themselves to their profession, reports BSS.
Mr Nahid was addressing a discussion meeting at Dhaka University senate building auditorium Saturday as the chief guest.
Bangladesh National Commission for UNESCO and UNSCO Dhaka Office jointly organised the meeting marking the 'World Teachers' Day-2010'.
Vice-Chancellor (VC) of DU AAMS Arefin Siddique presided over the function, while Education Secretary Kamal Abdul Naser Chowdhury was present as the special guest.
"We want to turn our children into human resources through education. So we will introduce a new education system for the new generation to adapt them to the needs of the new era," Nahid said.
The minister urged the teachers and students to extend cooperation to building a digital Bangladesh.
"We want to do something effective and time-befitting for the education sector in the greater interest of the nation," the minister said.
Nahid said that his ministry had been relentlessly struggling for ensuring a better social and economic status for the teachers.
"We have to face a lot of challenges including providing quality education, expansion of vocational education and modernisation of madrasah education," he said.
The education secretary said the government would print a total of 2.32 billion text books this year to provide books to all students in the country.
BUET VC Dr SM Nazrul Islam, Jagannath University VC Mesbah Uddin Ahmad and Treasurer of National University Prof Quazi Faruque Ahmed were present, among others, on the occasion.
CaPtAiN_pLaNeT
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Nahid for building a modern, technical edn sector
Education Minister Nurul Islam Nahid stressed the need for ensuring participation of all to build a skilled, modern and dynamic technical education sector, reports UNB.
"Apart from various initiatives of the government, all workers of the technical education sector have to be more skilled, active and creative to ensure quality education in this sector," he said while addressing the inaugural session of a conference at the Dhaka Polytechnic Institute in the city Sunday.
Bangladesh Polytechnic Institute Teachers' Association (BPITA) organised the conference. The theme of the conference was 'Technical Education aimed at building Digital Bangladesh'.
Chaired by BPITA president Idrish Ali, the function was addressed, among others, by Asaduzzaman Kamal, MP, director general of Technical Education Directorate Prof Nitai Chandra Sutradhar, chairman of Technical Education Board Prof Abul Kasem and BPITA former president M Shamsur Rahman.
Nahid said the technical education sector has not received its due importance since inception, and has been facing various problems.
"Many problems like workforce crisis, lack of equipment, infrastructures and modern curriculum are creating hindrance against its development," he said.
The Education Minister stressed the need for cooperation from the private sector to solve those problems.
Nahid said the technical education sector is the tool of development and removing poverty.
Education Minister Nurul Islam Nahid stressed the need for ensuring participation of all to build a skilled, modern and dynamic technical education sector, reports UNB.
"Apart from various initiatives of the government, all workers of the technical education sector have to be more skilled, active and creative to ensure quality education in this sector," he said while addressing the inaugural session of a conference at the Dhaka Polytechnic Institute in the city Sunday.
Bangladesh Polytechnic Institute Teachers' Association (BPITA) organised the conference. The theme of the conference was 'Technical Education aimed at building Digital Bangladesh'.
Chaired by BPITA president Idrish Ali, the function was addressed, among others, by Asaduzzaman Kamal, MP, director general of Technical Education Directorate Prof Nitai Chandra Sutradhar, chairman of Technical Education Board Prof Abul Kasem and BPITA former president M Shamsur Rahman.
Nahid said the technical education sector has not received its due importance since inception, and has been facing various problems.
"Many problems like workforce crisis, lack of equipment, infrastructures and modern curriculum are creating hindrance against its development," he said.
The Education Minister stressed the need for cooperation from the private sector to solve those problems.
Nahid said the technical education sector is the tool of development and removing poverty.
CaPtAiN_pLaNeT
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Stage set for primary terminal exams
Stage set for primary terminal exams
In this November 21 last year file photo, class-V students are seen participating in the Primary Education Terminal Examinations at Segunbagicha High School center. Star Online Report
The government has taken all-out preparation to hold the Primary Education Terminal Examination and Ibtedai Madrasa Terminal Examination for class-V students scheduled to begin on Tuesday across the country.
Primary and Mass Education Minister Afsarul Amin told this to reporters at a press briefing at his ministry at about 12:00noon on Sunday.
It is the largest public examination in the country where class-V students of both general primary schools and ibtedai madrasas will sit for the examination together for the first time.
On November 21, last year only the students of general primary schools participated in the examinations for the first time.
The examinations are scheduled to begin in at least 5,993 examinations centres.
The examinations will also be held in seven overseas centresRiad, Jeddah, Abu Dhabi, Qatar, Tripoli, Singapore and Berlin.
A total of 24,88,138 students including 21,57,015 from schools and 3,31,133 from madrasas will take part in the examinations.
Of the total examinee, 4,049 will participate in the examinations under English version.
Stage set for primary terminal exams
In this November 21 last year file photo, class-V students are seen participating in the Primary Education Terminal Examinations at Segunbagicha High School center. Star Online Report
The government has taken all-out preparation to hold the Primary Education Terminal Examination and Ibtedai Madrasa Terminal Examination for class-V students scheduled to begin on Tuesday across the country.
Primary and Mass Education Minister Afsarul Amin told this to reporters at a press briefing at his ministry at about 12:00noon on Sunday.
It is the largest public examination in the country where class-V students of both general primary schools and ibtedai madrasas will sit for the examination together for the first time.
On November 21, last year only the students of general primary schools participated in the examinations for the first time.
The examinations are scheduled to begin in at least 5,993 examinations centres.
The examinations will also be held in seven overseas centresRiad, Jeddah, Abu Dhabi, Qatar, Tripoli, Singapore and Berlin.
A total of 24,88,138 students including 21,57,015 from schools and 3,31,133 from madrasas will take part in the examinations.
Of the total examinee, 4,049 will participate in the examinations under English version.
CaPtAiN_pLaNeT
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I was not aware of this exam before... can any one tell me what is the implication of this exam.... and is this exam some what similar to SSC and HSC... and whether other south asian countries conduct this exam at grade 5 or not???
CaPtAiN_pLaNeT
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School’s In To Drive Poverty Out
By Naimul Haq
Sonia, a pupil at Hazi Ibrahim Government Primary School in Labag, Dhaka. / Credit:Shafiqul Alam Kiron/IPS
Credit:Shafiqul Alam Kiron/IPS
DHAKA, Nov 19, 2010 (IPS) - Since her admission in January 2009 into Kurmitola government primary school in the Khilkhet district of capital Dhaka, 10- year-old Anju Aktar has never missed a day of class. In fact, Aktar’s mid-term report card shows that she is one of the school’s top students.
But if not for free education offered in Bangladesh, the young girl who lives in a nearby slum with her seamstress mother and mentally challenged father might not even have had the chance to study, let alone pursue her dream of becoming a doctor.
Like Aktar, fellow student Mohammad Pappu says he wants to complete his education and escape a life of poverty. Pappu’s mother works as a domestic helper, putting in more than 15 hours a day to support her three children.
"We have tremendous pressure of students seeking admission in our school," said assistant teacher Firoza Khanam, one of 15 teachers at Kurmitola school. "Over ninety percent of our students come from poor families who now realise that free education for their children can bring long-term benefits."
The poor, who make up some 45 percent of Bangladesh’s 164 million population, are the main beneficiaries of the country’s education efforts. In addition, girls have overtaken boys in rates of enrolment, attendance and completion of primary education.
With over 94 percent net enrolment, Bangladesh is one of only a handful of the world’s least developed countries that are close to achieving the U.N. millennium development goals of 100 percent enrolment rate in primary schools by 2015.
"Achieving some other goals like bringing dropout at all schools to zero level by 2011, (and) eliminate illiteracy by 2021, compulsory free computer education in all primary schools have helped in high retention rates of students in primary schools," said Abdul Awal Mazumder, secretary of Bangladesh’s Ministry for Primary and Mass Education, which was set up in 1992 as part of the country’s efforts towards achieving development goals.
The government currently spends between 60 and 70 U.S. dollars per year towards the education of each of the 18 million eligible students aged between six and 10.
Since May 2004, the government has spent an estimated 1.8 billion dollars for upgrading some 82,868 primary schools, retraining of teaching staff and focusing on quality improvement.
According to the latest annual performance review report released in 2009, net enrolment has grown steadily to 93 percent in 2008, more students (97 percent) have gone on to Grade 6, and absenteeism rates have dropped to 19 percent.
The average teacher-to-student ratio has also improved to some 46 students per teacher. In addition, students now get to spend close to 750 hours a year with their teachers, up from less than 400 teacher contact hours in the late 1980s.
Experts attribute the success to the Primary Education Development Programme – a six-year mission, the biggest state-owned programme, to develop primary education started in 2000.
Bangladesh is on right track, Mazumder claims, to maintaining the yearly growth rate, dangling carrots like stipends for females, the now-defunct Food For Education programme, rewards for good results and free distribution of revised textbooks to increase enrolment rates.
But experts say that there are still a few drawbacks that need to be addressed.
While some 42.7 million of the state’s annual budget goes toward primary education, the total budget for education is only two percent of Bangladesh’s Gross Domestic Product – the lowest percentage allocated in South Asia.
"The ground reality is that poor children come to seek education in public schools, not the rich," said Bimol Saha, a primary schoolteacher in Manikganj district, about 60 km south of Dhaka. "To reduce dropout rates, we have to make the classes more attractive and friendly. For instance, students in generally prefer female teachers who are friendlier and more tolerant."
"Despite remarkable achievements in student admission and holding the sub-continent’s best gender parity record, dropout rates and enrolment of disadvantaged children still pose problems," said Tapon Kumar Das, programme manager of Campaign for Popular Education, a coalition of over 1,000 non-government organisations advocating for quality education in Bangladesh.
"School dropout (rates) in many areas show as high as 40 percent against the government’s claim of 11 percent. Children from indigenous families also have low enrolment rates," Das added.
NGOs play a major role in addressing such issues, supplementing the government’s primary education programmes. The number of NGO-run primary schools has quadrupled since the early 1990s and now comprises 8.5 percent of the total educational system in Bangladesh.
Many consider these schools to be more effective than public schools through their offering of flexible school timings, better infrastructure, facilities and textbooks, as well as separate monitoring and evaluation of students.
For example, schools by the Bangladesh Rural Advancement Committee (BRAC) – whose 1.2 million students account for 76 percent of all students in NGO-operated primary schools – are unique in that local community members decide and implement all academic programmes in consultation with parents and stakeholders.
"We enrol drop out (and) non-enrolled children – mostly girls – from poor families, ensure high attendance, child friendly pedagogy and high completion of five-year academic studies in our primary schools," Safiqul Islam, director of BRAC’s education programme, told IPS.
"But it is not merely primary education we focus on," he added. "We operate pre-primary schools to cater to mainstream primary schools as well as support the mainstream secondary schools to improve quality of education which are all linked to one another." (END)
By Naimul Haq
Sonia, a pupil at Hazi Ibrahim Government Primary School in Labag, Dhaka. / Credit:Shafiqul Alam Kiron/IPS
Credit:Shafiqul Alam Kiron/IPS
DHAKA, Nov 19, 2010 (IPS) - Since her admission in January 2009 into Kurmitola government primary school in the Khilkhet district of capital Dhaka, 10- year-old Anju Aktar has never missed a day of class. In fact, Aktar’s mid-term report card shows that she is one of the school’s top students.
But if not for free education offered in Bangladesh, the young girl who lives in a nearby slum with her seamstress mother and mentally challenged father might not even have had the chance to study, let alone pursue her dream of becoming a doctor.
Like Aktar, fellow student Mohammad Pappu says he wants to complete his education and escape a life of poverty. Pappu’s mother works as a domestic helper, putting in more than 15 hours a day to support her three children.
"We have tremendous pressure of students seeking admission in our school," said assistant teacher Firoza Khanam, one of 15 teachers at Kurmitola school. "Over ninety percent of our students come from poor families who now realise that free education for their children can bring long-term benefits."
The poor, who make up some 45 percent of Bangladesh’s 164 million population, are the main beneficiaries of the country’s education efforts. In addition, girls have overtaken boys in rates of enrolment, attendance and completion of primary education.
With over 94 percent net enrolment, Bangladesh is one of only a handful of the world’s least developed countries that are close to achieving the U.N. millennium development goals of 100 percent enrolment rate in primary schools by 2015.
"Achieving some other goals like bringing dropout at all schools to zero level by 2011, (and) eliminate illiteracy by 2021, compulsory free computer education in all primary schools have helped in high retention rates of students in primary schools," said Abdul Awal Mazumder, secretary of Bangladesh’s Ministry for Primary and Mass Education, which was set up in 1992 as part of the country’s efforts towards achieving development goals.
The government currently spends between 60 and 70 U.S. dollars per year towards the education of each of the 18 million eligible students aged between six and 10.
Since May 2004, the government has spent an estimated 1.8 billion dollars for upgrading some 82,868 primary schools, retraining of teaching staff and focusing on quality improvement.
According to the latest annual performance review report released in 2009, net enrolment has grown steadily to 93 percent in 2008, more students (97 percent) have gone on to Grade 6, and absenteeism rates have dropped to 19 percent.
The average teacher-to-student ratio has also improved to some 46 students per teacher. In addition, students now get to spend close to 750 hours a year with their teachers, up from less than 400 teacher contact hours in the late 1980s.
Experts attribute the success to the Primary Education Development Programme – a six-year mission, the biggest state-owned programme, to develop primary education started in 2000.
Bangladesh is on right track, Mazumder claims, to maintaining the yearly growth rate, dangling carrots like stipends for females, the now-defunct Food For Education programme, rewards for good results and free distribution of revised textbooks to increase enrolment rates.
But experts say that there are still a few drawbacks that need to be addressed.
While some 42.7 million of the state’s annual budget goes toward primary education, the total budget for education is only two percent of Bangladesh’s Gross Domestic Product – the lowest percentage allocated in South Asia.
"The ground reality is that poor children come to seek education in public schools, not the rich," said Bimol Saha, a primary schoolteacher in Manikganj district, about 60 km south of Dhaka. "To reduce dropout rates, we have to make the classes more attractive and friendly. For instance, students in generally prefer female teachers who are friendlier and more tolerant."
"Despite remarkable achievements in student admission and holding the sub-continent’s best gender parity record, dropout rates and enrolment of disadvantaged children still pose problems," said Tapon Kumar Das, programme manager of Campaign for Popular Education, a coalition of over 1,000 non-government organisations advocating for quality education in Bangladesh.
"School dropout (rates) in many areas show as high as 40 percent against the government’s claim of 11 percent. Children from indigenous families also have low enrolment rates," Das added.
NGOs play a major role in addressing such issues, supplementing the government’s primary education programmes. The number of NGO-run primary schools has quadrupled since the early 1990s and now comprises 8.5 percent of the total educational system in Bangladesh.
Many consider these schools to be more effective than public schools through their offering of flexible school timings, better infrastructure, facilities and textbooks, as well as separate monitoring and evaluation of students.
For example, schools by the Bangladesh Rural Advancement Committee (BRAC) – whose 1.2 million students account for 76 percent of all students in NGO-operated primary schools – are unique in that local community members decide and implement all academic programmes in consultation with parents and stakeholders.
"We enrol drop out (and) non-enrolled children – mostly girls – from poor families, ensure high attendance, child friendly pedagogy and high completion of five-year academic studies in our primary schools," Safiqul Islam, director of BRAC’s education programme, told IPS.
"But it is not merely primary education we focus on," he added. "We operate pre-primary schools to cater to mainstream primary schools as well as support the mainstream secondary schools to improve quality of education which are all linked to one another." (END)
Skies
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Bangladesh education worthless without tutoring?
Parents spending scarce resources on coaching in race to success and wealth.
DHAKA, Bangladesh — Students across the globe use private tutoring to get ahead, but in Dhaka, Bangladesh special academic coaching has almost become a cure and a curse.
“Coaching,” or tutoring, has become so ingrained in the Dhaka culture that parents of young children feel they must conform and hire private tutors or jeopardize their child’s performance in school. This unique phenomenon has changed the face of Dhaka’s primary education system; it has become so accepted that parents of all income levels send their children to tutoring, creating what may be an unfavorable culture and educational cycle.
The consensus we found among many of the primary school children we interviewed from both Bangla-medium and English-medium schools is that teachers do not teach thoroughly in school, but still expect students to thoroughly learn lessons.
Since it is difficult for young students to teach themselves complex concepts such as those in mathematics or science, students must seek out tutors to fill the gaps of what they don’t learn in school. Maya*, a student who is attending grade six at Little Jewel’s School, a Bangla-medium government school, also gets coaching three hours a day, five days a week. Maya believes that she learns more from her coaches than her teachers as she says her teachers do nothing but write on the blackboard and rush through lessons.
Students who attend the English-medium Greendale International School speak similarly of their experiences of coaching versus school. Eliza*, a student in grade 6 at Greendale International School, values tutoring; she says that she would not be able to complete her homework without it. When asked to give a rough estimate of the percentage of students in her class who receive tutoring, she gave an average of about 90 percent.
This is in stark contrast to the estimate that teachers at Greendale International School give: They believe that only about 20-30 percent of their students receive tutoring. The teachers say they discourage coaching for primary school children, since they believe school provides enough hours of enrichment. Tutoring should be for weak students only, they say.
Although we did not survey each student at Greendale as to whether or not he or she uses a tutor, the differences in opinion on coaching show that it is not readily accepted by teachers, but students still consider it valuable.
Parents at all income levels, including those with lower incomes, send their children to coaching. We spoke to Howlader Kholil, a driver who works for a family in Dhaka. He emphasized again and again that “money is a big problem” in Bangladesh.
A student quietly reading in the library of Greendale International School, a renowned private English- medium school. All of the students interviewed at this school said that they receive tutoring, but teachers said that they suspect a very small percentage of their students receive tutoring. (Anika Huq photo)
Money is why he sends one of his children to a Bangla- medium government school, the Power Development Board (PDB) School, where he pays 7,000 taka (about $100 U.S.) per year for tuition plus coaching fees. He sends his other child to a madrassa where he pays significantly less. Kholil pays coaching fees only for the son who attends government school: 500 taka ($7 U.S.) per month for math and 500 taka per month for English.
Kholil believes that a student must get coaching to do well in school. However, he believes that he is in a worse position than most other parents of children who attend the PDB School. He says that since they are able to afford more hours of coaching for their children, their children are more likely to do well than his son.
Coaching seems to reinforce wealth as a measure of achievement. While Bangladesh strives to provide free education for all (EFA) through primary school, coaching may undo much of the good work that this act generated. Coaching is perceived as a must for acceptable performance in school but, based on our interviews with students, parents, and tutors, the factors of money and class directly affect how much coaching a student receives, and apparently, how well he or she performs.
We cannot judge whether or not the teaching culture, and therefore the coaching cycle, will change. Many teachers make extra income from tutoring jobs, creating a culture and cycle that repeats itself, according to Sherman Moreino, a student at BRAC University and tutor at Summation Coaching Center in Dhaka.
However, we observed that coaching affects the daily life of the Bangladeshi family by taking away time that children would otherwise allot for their families or for extracurricular activities like music or dance.
Is this urge for additional learning worth the cost? Perhaps this is better than what Bangladesh has been struggling with since its inception: not enough learning.
Parents and their children are demanding quality education, but they believe they only get it through quality coaching instead of quality teaching. Still, educators and others hope that this growing demand will help convert Bangladesh’s education system into a system that works … without tutors.
*Names have been changed.
Parents spending scarce resources on coaching in race to success and wealth.
DHAKA, Bangladesh — Students across the globe use private tutoring to get ahead, but in Dhaka, Bangladesh special academic coaching has almost become a cure and a curse.
“Coaching,” or tutoring, has become so ingrained in the Dhaka culture that parents of young children feel they must conform and hire private tutors or jeopardize their child’s performance in school. This unique phenomenon has changed the face of Dhaka’s primary education system; it has become so accepted that parents of all income levels send their children to tutoring, creating what may be an unfavorable culture and educational cycle.
The consensus we found among many of the primary school children we interviewed from both Bangla-medium and English-medium schools is that teachers do not teach thoroughly in school, but still expect students to thoroughly learn lessons.
Since it is difficult for young students to teach themselves complex concepts such as those in mathematics or science, students must seek out tutors to fill the gaps of what they don’t learn in school. Maya*, a student who is attending grade six at Little Jewel’s School, a Bangla-medium government school, also gets coaching three hours a day, five days a week. Maya believes that she learns more from her coaches than her teachers as she says her teachers do nothing but write on the blackboard and rush through lessons.
Students who attend the English-medium Greendale International School speak similarly of their experiences of coaching versus school. Eliza*, a student in grade 6 at Greendale International School, values tutoring; she says that she would not be able to complete her homework without it. When asked to give a rough estimate of the percentage of students in her class who receive tutoring, she gave an average of about 90 percent.
This is in stark contrast to the estimate that teachers at Greendale International School give: They believe that only about 20-30 percent of their students receive tutoring. The teachers say they discourage coaching for primary school children, since they believe school provides enough hours of enrichment. Tutoring should be for weak students only, they say.
Although we did not survey each student at Greendale as to whether or not he or she uses a tutor, the differences in opinion on coaching show that it is not readily accepted by teachers, but students still consider it valuable.
Parents at all income levels, including those with lower incomes, send their children to coaching. We spoke to Howlader Kholil, a driver who works for a family in Dhaka. He emphasized again and again that “money is a big problem” in Bangladesh.
A student quietly reading in the library of Greendale International School, a renowned private English- medium school. All of the students interviewed at this school said that they receive tutoring, but teachers said that they suspect a very small percentage of their students receive tutoring. (Anika Huq photo)
Money is why he sends one of his children to a Bangla- medium government school, the Power Development Board (PDB) School, where he pays 7,000 taka (about $100 U.S.) per year for tuition plus coaching fees. He sends his other child to a madrassa where he pays significantly less. Kholil pays coaching fees only for the son who attends government school: 500 taka ($7 U.S.) per month for math and 500 taka per month for English.
Kholil believes that a student must get coaching to do well in school. However, he believes that he is in a worse position than most other parents of children who attend the PDB School. He says that since they are able to afford more hours of coaching for their children, their children are more likely to do well than his son.
Coaching seems to reinforce wealth as a measure of achievement. While Bangladesh strives to provide free education for all (EFA) through primary school, coaching may undo much of the good work that this act generated. Coaching is perceived as a must for acceptable performance in school but, based on our interviews with students, parents, and tutors, the factors of money and class directly affect how much coaching a student receives, and apparently, how well he or she performs.
We cannot judge whether or not the teaching culture, and therefore the coaching cycle, will change. Many teachers make extra income from tutoring jobs, creating a culture and cycle that repeats itself, according to Sherman Moreino, a student at BRAC University and tutor at Summation Coaching Center in Dhaka.
However, we observed that coaching affects the daily life of the Bangladeshi family by taking away time that children would otherwise allot for their families or for extracurricular activities like music or dance.
Is this urge for additional learning worth the cost? Perhaps this is better than what Bangladesh has been struggling with since its inception: not enough learning.
Parents and their children are demanding quality education, but they believe they only get it through quality coaching instead of quality teaching. Still, educators and others hope that this growing demand will help convert Bangladesh’s education system into a system that works … without tutors.
*Names have been changed.
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BASIS plans e-government institution
BASIS plans e-government institution
FAISAL MAHMUD
Bangladesh Association of Software and Information Services (BASIS) plans to establish a national level e-government research, planning and monitoring institution, zeroing in on e-governance as the main component for the development of the information & communication technology (ICT) sector in the country. According to BASIS sources, the institution will be modelled on India’s National Institute of Smart Government. The science, information and communication technology ministry, various development agencies and ICT associations have pledged support to the initiative, sources add.
Sources say that BASIS is now jointly working with Access to Information (A2I) programme, Prime Minister’s Office, to develop a framework for the activities of the institution.
According to sources, the institute would be a rendezvous for the ICT companies, through which they could work closely with the government policymakers. They would be given the task of popularising models and cases that would enable them to work as solution providers and service delivery partners, instead of as mere vendors.
BASIS sources say the different service models, including transaction fee-based service modules (software as service) and full service outsourcing models, will be popularised in a bid to ensure regular income generation for the member-companies of BASIS throughout the year.
BASIS senior vice-president Fahim Mashroor told The Independent that after the development of the framework, the association would establish a special cell to help its members bid for government projects.
“The cell will disseminate information about new government jobs, help the members to identify partner companies (resource sharing) and provide support for preparing tender submission documents” Mashroor said.
He said the cell would regularly check the status of ongoing jobs and, on request, co-ordinate with agencies for quick clearance of payment on the lines of the public private partnership (PPP) provision.
“The cell will also have a consulting wing that will help different government departments with software requirement specification (SRS) preparation,” he added.
According to science and ICT ministry officials, the institute would act as catalyse the ICT sector complementing the government’s effort in incorporating ICT in every field of its work.
“The government is arguably the biggest buyer of ICT hardware and service. It is also the biggest potential user of such services. By setting up the e-governance institution, the government will provide the much-needed boost to the ICT sector,” science and ICT ministry secretary Abdur Rab Hauladar said.
BASIS plans e-government institution
FAISAL MAHMUD
Bangladesh Association of Software and Information Services (BASIS) plans to establish a national level e-government research, planning and monitoring institution, zeroing in on e-governance as the main component for the development of the information & communication technology (ICT) sector in the country. According to BASIS sources, the institution will be modelled on India’s National Institute of Smart Government. The science, information and communication technology ministry, various development agencies and ICT associations have pledged support to the initiative, sources add.
Sources say that BASIS is now jointly working with Access to Information (A2I) programme, Prime Minister’s Office, to develop a framework for the activities of the institution.
According to sources, the institute would be a rendezvous for the ICT companies, through which they could work closely with the government policymakers. They would be given the task of popularising models and cases that would enable them to work as solution providers and service delivery partners, instead of as mere vendors.
BASIS sources say the different service models, including transaction fee-based service modules (software as service) and full service outsourcing models, will be popularised in a bid to ensure regular income generation for the member-companies of BASIS throughout the year.
BASIS senior vice-president Fahim Mashroor told The Independent that after the development of the framework, the association would establish a special cell to help its members bid for government projects.
“The cell will disseminate information about new government jobs, help the members to identify partner companies (resource sharing) and provide support for preparing tender submission documents” Mashroor said.
He said the cell would regularly check the status of ongoing jobs and, on request, co-ordinate with agencies for quick clearance of payment on the lines of the public private partnership (PPP) provision.
“The cell will also have a consulting wing that will help different government departments with software requirement specification (SRS) preparation,” he added.
According to science and ICT ministry officials, the institute would act as catalyse the ICT sector complementing the government’s effort in incorporating ICT in every field of its work.
“The government is arguably the biggest buyer of ICT hardware and service. It is also the biggest potential user of such services. By setting up the e-governance institution, the government will provide the much-needed boost to the ICT sector,” science and ICT ministry secretary Abdur Rab Hauladar said.
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Establishing gender equality stressed
Establishing gender equality stressed
FE Report
Speakers at a workshop urged the parliament members to address the issues that still prevent girl from accessing education in Bangladesh and take steps to establish gender equality in all spheres of society.
The call was made at a high level workshop entitled, "Gender Equality in Education: Beyond Numbers", organized by Campaign for Popular Education (CAMPE) and the Directorate of Secondary and Higher Education (DSHE), unicef under the umbrella UN Girls Education Initiative (UNGEI).
Speaker of the Bangladesh Parliament Md Abdul Hamid, Advocate, was present as chief guest at the opening session, chief whip vice principal Md Abdus Shahid MP, state minister for primary and mass education affairs Motahar Hossain MP, executive director CAMPE and former advisor to caretaker government Rasheda K Choudhury, UNICEF Representative, Carel de Rooy were present at the opening session.
The Minister of Education, Nurul Islam Nahid, MP and the State Minister for Women and Children Affairs, Dr. Shirin Sharmin Choudhury, attended the closing session of the day long workshop.
"More females drop out at primary, secondary, and tertiary level", said education minister Nurul Islam Nahid. 'Girls' education enrolment, retention and acquisition of skills must be prioritized by all, especially MPs, the government, NGOs, development partners and civil society. The role of MPs within their constituencies is imperative and I urge them to come up with strategies that would benefit boys and girls nationally whilst also addressing local needs", the minister added.
Rasheda K Choudhury said, "About 50 per cent who enroll in primary school do not complete the full primary education cycle. When the number of girls who drop out is added to those who have never enrolled, it is estimated that approximately 1.5 million primary aged girls in Bangladesh are not in school."
"In a country like Bangladesh, as in other countries, public representatives can play an important role in promoting gender equality. MPs can be particularly effective in mobilizing and motivating families and local communities to uphold the rights of women and girls with strong political commitment, pro people strategies and realistic goals, female MPs can really make a difference in promoting gender equality in education", she stated.
"If 100 students get admitted in class one only 27 can continue study in class twelve, according to a study. Only privileged students get opportunity to complete the study till twelve," said Rasheda K Choudhury urging the government to pass education policy which will be placed for approval in parliament.
UNICEF Representative Carel de Rooy said, "Although Bangladesh achieved gender parity in both primary and secondary education enrolment rates some years ago, girls continue to face a number of challenges when it comes to education like eve teasing and stalking and early marriage.
He said that Bangladesh allocates about 2.3 per cent of the Gross Domestic Product to education which is one of the lowest in the world.
Motahar Hossain said, "The government has reduced the drop out rate of students in primary schools to 40 per cent. Around 55 percent of women and 45 per cent males are studying in Bangladesh. The enrollment rate in school is now 97 per cent and it will be 99 per cent within 2011."
"We are discussing with donors on reducing drop out rate by another 20 per cent but we are not getting any response from them. But the government has taken decision to continue it with state fund, if donors do not come forward" he added.
Samir Ranjan Nath, research coordinator, BRAC and member of Education Watch presented a keynote paper titled, "Gender Equality in Education in Bangladesh: Progress and Challenges". Hesaid, "Some universities had as high as 40 per cent female and some had less than 10 per cent. Of the 82 universities only two private universities had female vice-chancellors."
He said, "The senate, syndicates and governing bodies have less than 10 per cent female members and education ministries about 25 per cent female officials."
Establishing gender equality stressed
FE Report
Speakers at a workshop urged the parliament members to address the issues that still prevent girl from accessing education in Bangladesh and take steps to establish gender equality in all spheres of society.
The call was made at a high level workshop entitled, "Gender Equality in Education: Beyond Numbers", organized by Campaign for Popular Education (CAMPE) and the Directorate of Secondary and Higher Education (DSHE), unicef under the umbrella UN Girls Education Initiative (UNGEI).
Speaker of the Bangladesh Parliament Md Abdul Hamid, Advocate, was present as chief guest at the opening session, chief whip vice principal Md Abdus Shahid MP, state minister for primary and mass education affairs Motahar Hossain MP, executive director CAMPE and former advisor to caretaker government Rasheda K Choudhury, UNICEF Representative, Carel de Rooy were present at the opening session.
The Minister of Education, Nurul Islam Nahid, MP and the State Minister for Women and Children Affairs, Dr. Shirin Sharmin Choudhury, attended the closing session of the day long workshop.
"More females drop out at primary, secondary, and tertiary level", said education minister Nurul Islam Nahid. 'Girls' education enrolment, retention and acquisition of skills must be prioritized by all, especially MPs, the government, NGOs, development partners and civil society. The role of MPs within their constituencies is imperative and I urge them to come up with strategies that would benefit boys and girls nationally whilst also addressing local needs", the minister added.
Rasheda K Choudhury said, "About 50 per cent who enroll in primary school do not complete the full primary education cycle. When the number of girls who drop out is added to those who have never enrolled, it is estimated that approximately 1.5 million primary aged girls in Bangladesh are not in school."
"In a country like Bangladesh, as in other countries, public representatives can play an important role in promoting gender equality. MPs can be particularly effective in mobilizing and motivating families and local communities to uphold the rights of women and girls with strong political commitment, pro people strategies and realistic goals, female MPs can really make a difference in promoting gender equality in education", she stated.
"If 100 students get admitted in class one only 27 can continue study in class twelve, according to a study. Only privileged students get opportunity to complete the study till twelve," said Rasheda K Choudhury urging the government to pass education policy which will be placed for approval in parliament.
UNICEF Representative Carel de Rooy said, "Although Bangladesh achieved gender parity in both primary and secondary education enrolment rates some years ago, girls continue to face a number of challenges when it comes to education like eve teasing and stalking and early marriage.
He said that Bangladesh allocates about 2.3 per cent of the Gross Domestic Product to education which is one of the lowest in the world.
Motahar Hossain said, "The government has reduced the drop out rate of students in primary schools to 40 per cent. Around 55 percent of women and 45 per cent males are studying in Bangladesh. The enrollment rate in school is now 97 per cent and it will be 99 per cent within 2011."
"We are discussing with donors on reducing drop out rate by another 20 per cent but we are not getting any response from them. But the government has taken decision to continue it with state fund, if donors do not come forward" he added.
Samir Ranjan Nath, research coordinator, BRAC and member of Education Watch presented a keynote paper titled, "Gender Equality in Education in Bangladesh: Progress and Challenges". Hesaid, "Some universities had as high as 40 per cent female and some had less than 10 per cent. Of the 82 universities only two private universities had female vice-chancellors."
He said, "The senate, syndicates and governing bodies have less than 10 per cent female members and education ministries about 25 per cent female officials."
CaPtAiN_pLaNeT
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Bangladeshi Students top Cambridge Exams
::: Star Campus :::
Students of Oxford International School (OIS) have been judged as 'best performing students' in Bangladesh in the November 2009 and June 2010 examination sessions by Cambridge International Examinations (CIE). Aleef Al-Amin secured the top position in the world among 160 countries in Human and Social Biology in O Levels.
Besides, students of the school scored highest numbers in 13 subjects in Bangladesh. The students of the school achieved 79 Outstanding Cambridge Learner Awards for their outstanding performances in the recent GCE O and A Level Examinations.
In the combined merit list, Mohammad Abrar Wadud secured first place, best across 4 A Levels, while Sayed Hafizul Gafur and Minhazul Islam became first, best across 3 A Levels, in November 2009 and June 2010 sessions respectively.
Mehdi Belayet Lincoln secured 2nd place best across 5 AS Levels. Also, Shomith Dinesh Mondal and Aleef Al-Amin achieved second place, best across 9 O Levels and 8 O Levels respectively.
In A Levels, Prinon Turio secured Cambridge High Achievement in Computing while Mohammad Abrar Wadud secured Cambridge High Achievement in Applied ICT and Mathematics.
To recognise the brilliance of the achievements in these international examinations, CIE organised the Outstanding Cambridge Learner Awards Ceremony at Radisson Water Garden Hotel recently.
Nick Low, acting British High Commissioner to Bangladesh, Dr John Guy, Syndicate Member of Assessment, Ian Chambers, Regional Manager for South Asia, University Cambridge International Examinations, Murray Keeler, Director of Examinations, British Council, Dhaka were present at the function as the guests.
Principal of OIS G M Nizam Uddin said the students of his school also achieved 75 Outstanding Cambridge Learner Awards last year, the highest in Bangladesh.
::: Star Campus :::
Students of Oxford International School (OIS) have been judged as 'best performing students' in Bangladesh in the November 2009 and June 2010 examination sessions by Cambridge International Examinations (CIE). Aleef Al-Amin secured the top position in the world among 160 countries in Human and Social Biology in O Levels.
Besides, students of the school scored highest numbers in 13 subjects in Bangladesh. The students of the school achieved 79 Outstanding Cambridge Learner Awards for their outstanding performances in the recent GCE O and A Level Examinations.
In the combined merit list, Mohammad Abrar Wadud secured first place, best across 4 A Levels, while Sayed Hafizul Gafur and Minhazul Islam became first, best across 3 A Levels, in November 2009 and June 2010 sessions respectively.
Mehdi Belayet Lincoln secured 2nd place best across 5 AS Levels. Also, Shomith Dinesh Mondal and Aleef Al-Amin achieved second place, best across 9 O Levels and 8 O Levels respectively.
In A Levels, Prinon Turio secured Cambridge High Achievement in Computing while Mohammad Abrar Wadud secured Cambridge High Achievement in Applied ICT and Mathematics.
To recognise the brilliance of the achievements in these international examinations, CIE organised the Outstanding Cambridge Learner Awards Ceremony at Radisson Water Garden Hotel recently.
Nick Low, acting British High Commissioner to Bangladesh, Dr John Guy, Syndicate Member of Assessment, Ian Chambers, Regional Manager for South Asia, University Cambridge International Examinations, Murray Keeler, Director of Examinations, British Council, Dhaka were present at the function as the guests.
Principal of OIS G M Nizam Uddin said the students of his school also achieved 75 Outstanding Cambridge Learner Awards last year, the highest in Bangladesh.
CaPtAiN_pLaNeT
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Free lunch for schools soon: PM
Free lunch for schools soon: PM | Bangladesh | bdnews24.com
Tue, Dec 7th, 2010 9:37 pm BdST
Dial 2000 from your GP mobile for latest news
Dhaka, Dec 7 (bdnews24.com)--Prime minister Sheikh Hasina has said her government wants to launch school-feeding programme with its own funding to stop school dropout.
"We can reduce dropout rate by launching feeding programmes in schools. Many students drop out due to hunger," said Hasina while taking part in the discussion on the proposed education policy in the parliament.
She said her government received support from the donors to run the programme.
"But we should not turn to the donors always. We want to launch feeding peogrammes at all schools across the country with our own funding," said Hasina.
At present the WFP provides nutritious biscuits to the primary school children to increase school attendance. The UN body reported that the biscuit feeding resulted in greater presence of students at primary level.
As per the report, the cabinet, two months ago approved a project for giving biscuits to the primary students with a view to attaining the millennium development goals on primary education.
The prime minister also said her government was considering providing free education to all students up to graduation level.
"We have formed a committee, headed by the planning minister, to recommend ways of providing free education to all boys and girls up to graduate level," said Hasina, adding that she hoped to create a lliteracy-free country by 2014.
Education minister Nurul Islam Nahid, agriculture minister Matia Chowdhury, Suranjit Sengupta, Sheikh Fazlul Karim Selim, Tofail Ahmed, Rashed Khan Menon and chief whip Abdus Shahid also spoke.
Free lunch for schools soon: PM | Bangladesh | bdnews24.com
Tue, Dec 7th, 2010 9:37 pm BdST
Dial 2000 from your GP mobile for latest news
Dhaka, Dec 7 (bdnews24.com)--Prime minister Sheikh Hasina has said her government wants to launch school-feeding programme with its own funding to stop school dropout.
"We can reduce dropout rate by launching feeding programmes in schools. Many students drop out due to hunger," said Hasina while taking part in the discussion on the proposed education policy in the parliament.
She said her government received support from the donors to run the programme.
"But we should not turn to the donors always. We want to launch feeding peogrammes at all schools across the country with our own funding," said Hasina.
At present the WFP provides nutritious biscuits to the primary school children to increase school attendance. The UN body reported that the biscuit feeding resulted in greater presence of students at primary level.
As per the report, the cabinet, two months ago approved a project for giving biscuits to the primary students with a view to attaining the millennium development goals on primary education.
The prime minister also said her government was considering providing free education to all students up to graduation level.
"We have formed a committee, headed by the planning minister, to recommend ways of providing free education to all boys and girls up to graduate level," said Hasina, adding that she hoped to create a lliteracy-free country by 2014.
Education minister Nurul Islam Nahid, agriculture minister Matia Chowdhury, Suranjit Sengupta, Sheikh Fazlul Karim Selim, Tofail Ahmed, Rashed Khan Menon and chief whip Abdus Shahid also spoke.
CaPtAiN_pLaNeT
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Pakistan, Bangladesh to strengthen ties in education sector
Associated Press Of Pakistan ( Pakistan's Premier NEWS Agency ) - Pakistan, Bangladesh to strengthen ties in education sector
ISLAMABAD, Jan 4 (APP): Bangladesh High Commissioner Suhrab Hosain and Federal Minister for Education Sardar Aseff Ahmed Ali Tuesday discussed steps for increasing people- to- people contact between the two countries specially in education sector. The High Commissioner put forward his proposals to the Federal Education Minister during a meeting for exchange of students and teachers between the two countries to expand the people- to- people contact.
He appreciated the facilities available in Pakistan in the field of science and technology and desired that Bangladeshi students should also benefit from these facilities.
He referred to high standard in old and new institution of primary education in Pakistan where Bangladeshi student should get admission.
To create awareness among the people of the two courtiers about one another he suggested holding seminars and conferences at different occasion especially on Bangladesh’s Independence Day.
Bangladeshi High Commissioner appreciated the quality of research being undertaken at the Pakistan Agriculture Research Centre and desired to establish institutional link between two countries so that each other’s experiences and research can be shared.
Sardar Aseff told the Bangladeshi High Commissioner that Pakistan has reputed institutions, like Lawrence College Murree, Atchison College Lahore, Army Barnhall College Abbottabad, which provide education up to the higher secondary level at a reasonable expense .
Bangladeshi students can benefit from these institutions of repute.
The Education Minister said that Bangladeshi students could benefit from these institutions.
He said that seats on self finance basis can also be reserved for the Bangladeshi students, in these institutions.
Bangladeshi students could also be awarded scholarships in the fields of Science and Technology, medicine, business, arts to study in Pakistani institutions of higher learning.
The High Commissioner invited the Education Minister to visit Bangladesh.
Associated Press Of Pakistan ( Pakistan's Premier NEWS Agency ) - Pakistan, Bangladesh to strengthen ties in education sector
ISLAMABAD, Jan 4 (APP): Bangladesh High Commissioner Suhrab Hosain and Federal Minister for Education Sardar Aseff Ahmed Ali Tuesday discussed steps for increasing people- to- people contact between the two countries specially in education sector. The High Commissioner put forward his proposals to the Federal Education Minister during a meeting for exchange of students and teachers between the two countries to expand the people- to- people contact.
He appreciated the facilities available in Pakistan in the field of science and technology and desired that Bangladeshi students should also benefit from these facilities.
He referred to high standard in old and new institution of primary education in Pakistan where Bangladeshi student should get admission.
To create awareness among the people of the two courtiers about one another he suggested holding seminars and conferences at different occasion especially on Bangladesh’s Independence Day.
Bangladeshi High Commissioner appreciated the quality of research being undertaken at the Pakistan Agriculture Research Centre and desired to establish institutional link between two countries so that each other’s experiences and research can be shared.
Sardar Aseff told the Bangladeshi High Commissioner that Pakistan has reputed institutions, like Lawrence College Murree, Atchison College Lahore, Army Barnhall College Abbottabad, which provide education up to the higher secondary level at a reasonable expense .
Bangladeshi students can benefit from these institutions of repute.
The Education Minister said that Bangladeshi students could benefit from these institutions.
He said that seats on self finance basis can also be reserved for the Bangladeshi students, in these institutions.
Bangladeshi students could also be awarded scholarships in the fields of Science and Technology, medicine, business, arts to study in Pakistani institutions of higher learning.
The High Commissioner invited the Education Minister to visit Bangladesh.
CaPtAiN_pLaNeT
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Time-worthy education
Time-worthy education
Activities for reforms in the education sector seem to be going on round the year, addressing the content and teaching methodologies as well as teacher-quality, at primary, secondary and higher-secondary levels, but tangible achievements are too few compared to the time, effort and money spent. Corruption in the sector at least has come down to 15 per cent from the previous 35 per cent, which is by no means small, according to the education minister, and the media ought to take note of it. This remark comes in the context of the recent unflattering report by Transparency International, Bangladesh (TIB) on various state institutions. As one of the handful in the current cabinet who are seen to be honest and dedicated, the education minister understandably feels miffed by 'negative' reports. But the fact remains that there are miles to go, although there is no let up in his own efforts. One of them is the resolve to introduce Information Technology (IT) as a core subject in schools, which is very much time-worthy.
An IT- savvy, sufficiently knowledge-based human resource, would be better equipped to meet global challenges, provided the fundamental principle of education, helping pupils to learn to think and think to learn, is prioritised. Bangladesh's educational institutions, from the primary upwards, encourage rote learning instead, thus laying foundations of mass mediocrity and yielding mostly unthinking drifters who pursue empty 'certificates' rather than knowledge. There are of course some who are rightly oriented and do achieve brilliant heights in spite of the intellect-deadening general education system. The 'digital Bangladesh' initiative should focus seriously on developing highly-skilled, value-added brainpower that would be marketable at home and throughout the world. A really time-worthy quality education, pursued consistently and earnestly from the very basic level, would be able to transform Bangladesh's overwhelmingly young population into a competitive force.
The 1990 'education for all' idea called for universal quality education, with a particular focus on the poorest citizens, and improved dissemination of the knowledge, skills and values required for better living and sustainable development. This vision included gender equality and equity, health and nutrition, parental and community involvement and their management of the education system itself. Such an approach no doubt calls for a more perceptive curricula, including high- quality teacher-input, so that the very process of learning becomes a preparation for life for all students. It may be mentioned here that the 1989 Convention on the Rights of the Child, which became binding international law the following year, and which Bangladesh has also ratified, elevates the educational 'needs' of children into their 'rights', as these are essential both to children's development and to social progress. Thus, Articles 28 and 29 of the Convention require countries to provide free, compulsory, quality basic schooling for all , if the practice of democratic citizenship is to be realised.
Many Asian countries, with their focus on human resource development, have achieved globally recognised standards and are moving ahead in a fast changing 21st century, a century marked by mind-boggling advances in science, technology and all spheres of human knowledge. Bangladesh can learn from the experiences of countries in the region but first and foremost, it has to arrest the low quality of education at the primary and secondary levels, focussing on both the general and madrasha streams and rationalising their contents and methods of instruction and evaluation. They must be thoroughly overhauled, and the teachers themselves subjected to rigorous education and training to enhance their capacities. If not, Bangladesh's higher-education-aspirants would continue to lag behind, except for a few who have a head start -- socio-economically -- and have access to better quality elitist institutions.
Time-worthy education
Activities for reforms in the education sector seem to be going on round the year, addressing the content and teaching methodologies as well as teacher-quality, at primary, secondary and higher-secondary levels, but tangible achievements are too few compared to the time, effort and money spent. Corruption in the sector at least has come down to 15 per cent from the previous 35 per cent, which is by no means small, according to the education minister, and the media ought to take note of it. This remark comes in the context of the recent unflattering report by Transparency International, Bangladesh (TIB) on various state institutions. As one of the handful in the current cabinet who are seen to be honest and dedicated, the education minister understandably feels miffed by 'negative' reports. But the fact remains that there are miles to go, although there is no let up in his own efforts. One of them is the resolve to introduce Information Technology (IT) as a core subject in schools, which is very much time-worthy.
An IT- savvy, sufficiently knowledge-based human resource, would be better equipped to meet global challenges, provided the fundamental principle of education, helping pupils to learn to think and think to learn, is prioritised. Bangladesh's educational institutions, from the primary upwards, encourage rote learning instead, thus laying foundations of mass mediocrity and yielding mostly unthinking drifters who pursue empty 'certificates' rather than knowledge. There are of course some who are rightly oriented and do achieve brilliant heights in spite of the intellect-deadening general education system. The 'digital Bangladesh' initiative should focus seriously on developing highly-skilled, value-added brainpower that would be marketable at home and throughout the world. A really time-worthy quality education, pursued consistently and earnestly from the very basic level, would be able to transform Bangladesh's overwhelmingly young population into a competitive force.
The 1990 'education for all' idea called for universal quality education, with a particular focus on the poorest citizens, and improved dissemination of the knowledge, skills and values required for better living and sustainable development. This vision included gender equality and equity, health and nutrition, parental and community involvement and their management of the education system itself. Such an approach no doubt calls for a more perceptive curricula, including high- quality teacher-input, so that the very process of learning becomes a preparation for life for all students. It may be mentioned here that the 1989 Convention on the Rights of the Child, which became binding international law the following year, and which Bangladesh has also ratified, elevates the educational 'needs' of children into their 'rights', as these are essential both to children's development and to social progress. Thus, Articles 28 and 29 of the Convention require countries to provide free, compulsory, quality basic schooling for all , if the practice of democratic citizenship is to be realised.
Many Asian countries, with their focus on human resource development, have achieved globally recognised standards and are moving ahead in a fast changing 21st century, a century marked by mind-boggling advances in science, technology and all spheres of human knowledge. Bangladesh can learn from the experiences of countries in the region but first and foremost, it has to arrest the low quality of education at the primary and secondary levels, focussing on both the general and madrasha streams and rationalising their contents and methods of instruction and evaluation. They must be thoroughly overhauled, and the teachers themselves subjected to rigorous education and training to enhance their capacities. If not, Bangladesh's higher-education-aspirants would continue to lag behind, except for a few who have a head start -- socio-economically -- and have access to better quality elitist institutions.
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