Education Governance in Bangladesh Essay

This traditional thinking of upbringing as the ticket to the good life emerges in antithetic ways and full stops in Bangladesh. pedagogy is seen as something that is trustworthy quite a than achieved and it has increasingly become dependent on certificates. breeding in the largest sense is whatever form or experience that has a formative shopping center on the mind, character or physical capability of an single.In its skilful sense, direction is the run by which company delibe tellly transmits its accumulated knowledge, skills and values from unmatchable generation to new(prenominal). The regime of Bangladesh places great importance on fostering and in this regard the establishment has been act to transform its huge population into human resource. learning for all(a) (EFA) is the constitutional operate on of the regimen. The constitution affirms jibe rights in raising for completely. Since independence every governing body had taken several(prenominal) steps to step-up the literacy rate in Bangladesh.But did they really campaign protrude? Our neighbor countries like India, Srilanka hand made a great progress in literacy rate. But, where as the flowing literacy rate of Bangladesh is 63. 8 %. If all the steps were successfully implemented, then the rate would be around 80% (daily Janakantho, 24 July, 10). So, here is short description approximately the whole cultivational activity organization and the role of political science in Bangladesh. establishment Although the term giving medication is very much used synonymously with the term regime it tends rather to be used to describe the processes and arrangings by which a political science or governor operate.The term administration and governor describe the institutions and people twisting. accord to the universe Bank Governance is the traditions and institutions by which representation in a country is exercised for the common good. This implys (i) the process by which those in authority ar selected, monitored and replaced, (ii) the capacity of the politics to effectively manage its resources and implement sound policies, and (iii) the value of citizens and the state for the institutions that govern economic and affable interactions among them. According to the UNDP. Governance is the exercise of political, economic and administrative authority to manage a nations affairs. It is the multiplex mechanisms, processes and institutions with which citizens and groups articulate their interests, exercise their legal rights and obligations, and center(a) their differences. nurture Governance facts of life boldness is come to with how the funding, provision, getership and regulation of direction and instruct systems is coordinated, and at what direct local, regional, national and supranational.It is organization who play the just about significant role in coordinating trainingal activity, the statistical distri hardlyion of these r esponsibilities has been changing in response to calls for greater efficiency, effectiveness, function and democracy. Households, communities, and modern kinds of mystic actors, ar increasingly involved in many different aspects of teaching methodal activity and homework governance, raising questions about equity, participation and transp atomic number 18ncy. Objectives of cultivation Governance To inspire and realise enthusiasm among the learners in their thoughts, kit and caboodle and daily life to establish righteous, humanitarian, religious, cultural and social values in personal as puff up as in national life. To develop aw beness in the learners to protect the independence, sovereignty and integrity of Bangladesh. To overhear pedagogy pragmatic, productive and creative with a raft to bringing about lurchs in the socio-economic conditions of the country and qualification the students into a dutiful and accountable manpower with scientific outlook and help th em develop the qualities of leadership. To give curb emphasis on elementary and secondhand direction with a view to expanding procreation, to instill value and facility for physical labor and modify the learners acquire vocational procreation for self-employment in all horizontal surfaces of precept. To promote fraternity, moral values, generosity and fellow-feeling in people and make them regardful of human rights. To promote democratic values through fostering tolerance of one anothers views and help develop life-oriented, realistic and positive bearing for blossoming democratic awareness. To hold back proper bore at every train of education to strengthen and widen the knowledge, skills and attitude acquired in the previous stage (in harmony with various aims and objectives of education) to enable acquisition of new knowledge and skills and to encourage people to contribute in the system of education, especially in the field of un lay downd, thirdhand and voca tional education. To emancipate the country from the curse of illiteracy. To compose equal opportunities for education in accordance with moral excellence and aptitude for the purpose of building a society free from dis simile. To ensure gender parity in education and re apparent motion barriers of caste, creed and ethnicity in obtaining education. To ensure constitutional guarantee at all trains of education. To create awareness about protection of environment. Structure of direction sector in Bangladesh The education system in Bangladesh is characterized by co-existence of three elucidate streams. The principal(prenominal)stream happens to be a vernacular based secular education system carried over from the colonial past. There too exists a check religious system of education.Finally, based on use of slope as the medium of instruction, another stream of education, modeled after the British education system, using the same syllabus, has rapidly grown in the metropoli tan cities of Bangladesh. However diverse the above streams may apparently look, they have authoritative common elements, and in that respect exists scope for re-integration of graduates of one stream with the other at different trains. Different Streams in learning The mainstream education system in Bangladesh is structured as follows a. peerless or two course of instruction pre- original(a) education imparted in cliquish informs/kindergartens, and informally in government uncreated schools for six months. b. Five-year compulsory uncreated(a) 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 add to the educational call for only of the slimyer sections of the people, as the better-off families usually send their children to Private English Medium schools/ substitute(prenominal) schools that run primary sections as well.Very fewer N GOs however impart education for the full 5-year primary education cycle. c. On shutting of primary education, students (11+) cypher for junior vicarious education that spans over 3 years. At the end of this phase of education, some students leg out to join the vocational stream, offered at vocational Training Institutes (VTI) and technological Training Centers (TTC) run by the Ministry of learning, and the Ministry of Labor and Employment various(prenominal)(prenominal)ly, while students in the mainstream hold out in government and non-government collateral schools for a 2 year secondary education in their various(prenominal) areas of specialization i. . humanities, science, commerce, etc. At the end of their secondary education, the students sit for their first ecumenical interrogation (S. S. C. ) chthonian the supervision of six education boards. The students of religious education and English medium streams also sit for their respective humankind examinations, Da khil, and O level, conducted by the Madrasah raising batting order, and London/Cambridge University respectively, facilitated by the British Council in occurrence of the latter. d.After 10 years of schooling at primary and secondary level, students (16+) who succeed in fling the junior-grade civilise Certificate (S. S. C. ) examination have the option of joining a college for a 2 year higher(prenominal) secondary education in their respective areas of specialization, or enroll in technical/ poly technical institutes for technical education. After 2-year higher secondary education, one has to sit for another mankind examination called Higher Secondary Certificate (H. S. C. ) Examination conducted by the fostering cartes to qualify for further education.Students of Religious and English Medium streams also sit for their respective ordinary examinations, Alim, and A level, conducted by the Madrasah reading Board and London/Cambridge University respectively to qualify for fur ther education. e. chthonian-graduate education of various duration (2 to 4 years) are offered to 18+ students at a number of general and mystical universities / degree colleges/technical colleges/ specialized institutions. Successful completion of a degree course is a pre-requisite for engagement 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. tell Organizations governing the education sector in Bangladesh umteen organizations are involved in the direction of higher education in Bangladesh, and there is no unmarried overarching authority. The President of Bangladesh is the Chancellor of most of the universities and is prudent for(p) for the denomination of vice-chancellors. The Prime Minister is Chancellor of a limited number of universities.The Ministry of schooling (MoE) is concerned with overall insurance formulation, monitoring, evaluation and execution of education. Line directo order are responsible for supervision and control of their relevant institutions, and these are board of directors of Secondary and Higher Education (DSHE) including Madrasah and other special types of education. managing directorate of Technical Education (DTE) Technical and Vocational institutions. The University Grants Commission of Bangladesh (UGC) conventional in 1973, acts as an intermediary body between the government and individual universities, and is responsible 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 valuate and advocate using plans to the Ministry 2. To identify the financial requirements of the universities 3. To allocate run and ontogenesis funds from the government to the various institutions 4. To evaluate the use of funds and writ of execution of development programs 5. To apprize the Go vernment on the establishment of new universities, including mystic universities, and expansion of existing institutions . To collect and disseminate statistical information 7. To advise the Government on proposals to allow the right to confer special degree award status on colleges. The National University (NU) is an affiliating university that controls the degree-granting colleges. Prior to 1992, degree colleges were affiliated with one of the existing universities, which established syllabi, commemorate and administered examinations, and awarded degrees for students in the colleges.To reduce the burden on the universities, the NU was established to take over and organize the affiliated colleges in all fields except agriculture, engineering and medicine. The Bangladesh Institutes of applied science (BIT) Council (CBIT) co-ordinates the activities of the four engineering colleges that enroll around 3,200 students. It has just about the same functions as the UGC, only for the institutes of technology. The Association of Universities of Bangladesh (AUB) co-ordinates the activities of universities in some(prenominal) academic and administrative matters.The AUB also leases with the government and the UGC on administrative and financial affairs. wariness of the education sector in Bangladesh Pre-primary education, generally recognized as a useful stage of education to round off the transition from home to an institutional environment and thereby contributing to reduced drop out rates at primary level has so foresightful remained outside the purview of official education insurance insurance of Bangladesh. Its management therefore lies at present but in the hands of the schools imparting much(prenominal) education and some NGOs running such schools.The Education insurance 2010 did however recognize the need for pre-primary education and recommended its procrastinating introduction to 5+ children in primary schools with a view to cosmopolitanizing 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 assumed direct responsibility of the management of primary education in Bangladesh, particularly in the aftermath of enactment of Compulsory ancient Education twist in 1990.The overall responsibility of management of primary education lies with the Primary and voltaic pile Education plane section (PMED) set up as a separate Division with the status of a Ministry in 1992. spell the PMED is involved in formulation of policies, the responsibility of effectuation of the same rests with the board of directors of Primary Education (DPE) headed by a Director General. The different tiers of administration such as Divisions, Districts and Upazilas are manned by police lieutenant Directors, District Primary Education Officers (DPEO) and Upazila Education Officers (UEO) respectively.UEOs are assisted by a number of AUEOs to for each one one in charge of a cluster of primary schools. At the school level, there exist instruct heed Committees (SMC) formed as per government directives with certain well defined functions, and Parent Teachers Associations (PTA) playing a supportive role in building easy teaching-learning environment in schools. The Directorate of Primary Education (DPE) and its subordinate offices in the district and upazila are wholly responsible for management and supervision of primary education.Their responsibilities include recruitment, posting, and transfer of teachers and other staff arranging in-service training of teachers and distribution of free text books, and supervision of schools. The responsibility of school construction, repair and supply of school furniture lies with the Facilities surgical incision (FD) and Local Government Engineering Department (LGED). The National course of study and Text Book Board (NCTB) is responsible for the development o f curriculum and production of textual matters. spell the Ministry of Education (MOE) is responsible for formulation of policies, the Directorate of Secondary and Higher Education (DSHE) downstairs the Ministry of Education is responsible for implementing the same at secondary and higher education level. The NCTB is responsible for maturation curriculum, and publishing trite textbooks. vii regions based Boards of Intermediate and Secondary Education (BISE) are responsible for conducting the two public examinations, S. S. C. and H. S. C. , in auxiliary to granting recognition to non-government secondary schools.DSHE is divided into eight zones, each in charge of a alternate Director assisted by two Inspectors, and two admirer Inspectors. District Offices are headed by District Education Officers (DEO). There exist three different levels of supervision. BISEs are responsible for accreditation of non-government secondary schools. However, because of lack of chitchation capacit y, the work is delegated to Zonal Inspectors and DEOs. The Directorate of Inspection and Audit of MOE with a small manpower of 24 Inspectors are responsible for periodic qualitative and quantitative evaluation of non-government schools. to each one zone has two Inspectors and two Assistant Inspectors to inspect all schools covered by the zones. At the school level, in pillowcase of non-government secondary schools, School Management Committees (SMC), and at the intermediate college level in case of non-government colleges, Governing Bodies (GB), formed as per government directives, are responsible for mobilizing resources, approving budgets, controlling expenditures and appointing and disciplining staff. In government secondary schools there does not exist any SMC. The Head Master s solely responsible for running the school and is supervised by the Deputy Director of the respective zone. PTAs however exist fundamentally for ensuring a better teaching learning environment. The Direc torate of Technical Education (DTE) is responsible for planning, development and implementation of technical and vocational education in the country. Universities in Bangladesh are independent bodies administered by statutory bodies such as Syndicate, Senate, Academic Council etc. in accordance with provisions laid down in their respective dos.While the semiprivate universities are regulated by the University Grand Commission (UGC). Regulation/Licensing authority Under the Presidents Order No. 10 of 1973, which established the UGC, the UGC has the right to scrutinise 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 corporation or foundation and the Private Universities Act stipulates a series of conditions for establishing a private university. somewhat of them are given below A tribute de posit of Taka 50 zillion in interest-bearing government bonds. Transnational Report Case flying field Bangladesh (October 2003) page 18 of 36 A nominal of two faculties. Permission to rent office quad only for 5 years, before building their own campus. They should own land of at least basketball team acres. Programs and courses to be offered moldiness be approved by the UGC before students are admitted. Five per centumage of places must be reserved for free studentships to poor but meritorious students. Following establishment, the UGC has the authority to periodically monitor, visit and evaluate the practiceance of private universities, regarding the numbers of equal teachers, program 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 try on 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 to look education is critical to poverty reduction and economic development. The Government is committed to down the stairstaking structural reforms that are pass judgment to bring significant amendments in the education sector. Bangladeshs commitment to education has been clearly stated in its Constitution and development plans with education being given the highest precession in the public sector enthronements.Education sector allocations are electric currently about 2. 3 percent of GDP and 14 percent of broad(a) government expenditure. Maintaining this commitment to the education sector is crying in order to achieve Education for All (EFA) and the M illennium Development Goals (MDGs). The management of the education system falls under two ministries the Ministry of Primary and Mass Education (MoPME, responsible for primary education and agglomerate literacy) and the Ministry of Education (MoE, responsible for secondary, vocational and tertiary education).boilersuit there are more than 17 cardinal students at the primary level, and over 8. 0 million at the secondary level. Enrolments at the tertiary level are relatively small but growth very rapidly. Bangladesh has made significant progress, especially in regard to increasing access and gender equity, both at primary and secondary levels. Gross primary enrollment rates rose from 90 percent in the late 1990s to 98 percent in 2003, while a corresponding increase in enrollment rates at the secondary level rise to 44 percent.Gender parity in access to primary and secondary education has also been achieved. These achievements are particularly spectacular when compared to countr ies in the South Asia region and other countries at standardised levels of per-capita income. The Government is strongly committed to alleviating the existing problems in respect of management and part 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 modelling for the secondary education sub-sector, focusing on quality improvements, policy measures and specific actions needed to reform the system. The development of this medium-term framework has benefited from an extensive range of consultations and workshops with stakeholders at the central, district, and upazila levels.The main objective of reforms being proposed is to address systemic governance issues aimed at raising the quality and cost-e ffectiveness 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 leave alone be responsible for formulating policies, financing, setting quality standards, and monitoring and evaluation etc. , while set about 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 execution and ensure public disclosure of information (e. g. , SSC passing rates, teacher absenteeism, grad sizes, etc. ) related to school quality. To ensure hold financial controls, MoE is implementing a Financial Management repossess Program (FMRP). This is intended to increase accountability and transparency in the use of resources Main laws governing education in BangladeshThe legal basis for higher education is compli cated, with some laws deriving from colonial time gritstone others from the Pakistan era. There may be fundamental assortment in the governance and administration of higher education in the near future (World Bank, 1999b). Currently, the universities have familiarity (by the parliamentary acts) to work within the UGC-given parameters, and the same is truthful for degree colleges under the NU. Public Universities Ordinance (1973) is the governance framework for public universities in Bangladesh.This order dictates the pickax 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 Law (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. Major Initiatives taken by the MinistryEducation Commission 2003 submitted its report in March 2004 and muddle 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 job for implementation. Some of the actions are taken in this respect are described below Government has enacted Primary Education (Compulsory) Law in 1990 to achieve the universal primary enrolment by 2005 More then 98% of secondary schools are non-government.But Government pays 90% of the teacher and staff salary of these institutions Bangladesh has carry on increased government allocation in education sector from the 1990s Government is currently providing subsidies to create demand for education in favor of the poor and girls Government has initiated the decentralization of primary and secondary education manageme nt structure Government has established an autonomous Nongovernmental Secondary Teachers Registration and CertificationAuthority in order to recruit qualified and trained teachers in secondary level institutions A large mould for the improvement of teaching quality at the secondary level institutions is underway A new superlative body named National Teachers Training Authority by restructuring existing National Academy for Education Management (NAEM) is on card. This proposed institution would train both public and private sector teachers from 2005/06 Reorganization of National Curriculum and Textbook Board (NCTB) has also started with the objective to separate functions of the Board into two units, e. . , curriculum and textbook. This would enhance challenger in textbook production and publishing and enable Board to concentrate on curriculum development A separate entity named Independent Textbook paygrade Committee (ITEC) has been established for designing transparent cri teria under which individual textbook manuscripts will be evaluated Privatization of textbook production and publication has already started for grades 6 to 10. subject 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 Introduction of unitrack curriculum in secondary level education from 2006 School based assessment (SBA) in secondary level education Reform of existing examination systems in secondary level education Privatization of Textbook writing and Publication Re-organization of Managing Committee/Governing Body of the Non-Government educational Institutions Formation of Oversight Committee for Supervision of article of faith at Classrooms Sanction of MPO on the basis of performance of educational institutions Strengthening of Teachers Train ing Delivery of Textbooks to the Students on Time Development and Modernization of Secondary, Technical and Madrasha Curricula hideaway and Welfare Fund for Non-Government Teachers Establishment of 10 outside Language 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 forcefulness of Boards of Intermediate and Secondary Education (Dhaka, Rajshahi, Chittagong, Jessore, Barisal, Comilla, Sylhet) and NCTB Government Education PolicyIn order to maintain 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 independe nce 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 significant to its overall national socio-economic development for the labor market, developing the research base, and for facilitating knowledge transfer. The Fifth Five yr Plan (1997-2002), and the National Education Policy (NEP), 2000, under the Awami Leag ue 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 insinuate that they are so far following the recommendations of the NEP.