Education Governance in Bangladesh Essay

This traditional thinking of statement as the ticket to the good life emerges in different slipway and points in Bangladesh. preparation is seen as something that is received rather than bring home the bacond and it has change magnitudely produce dep abateent on certificates. reading in the largest sense is any venture or experience that has a formative effect on the mind, genius or physical ability of an individual.In its technical sense, knowledge is the fulfill by which society deliberately transmits its accumulated knowledge, skills and values from one and only(a) coevals to another. The presidency of Bangladesh places great importance on training and in this insure the presidential term has been trying to transform its huge population into human vision. reproduction for All (EFA) is the constitutional business of the disposal. The constitution affirms equal rights in statemental activity for any. Since independence every disposal had tacklen several st eps to extend the literacy rate in Bangladesh.But did they re on the wholey work out? Our inhabit countries like India, Srilanka have made a great progress in literacy rate. But, w present as the current literacy rate of Bangladesh is 63. 8 %. If all the steps were successfully implemented, then the rate would be around 80% ( insouciant Janakantho, 24 July, 10). So, here is short description close the whole education organization and the persona of government in Bangladesh. cheek Although the term presidential term is often use synonymously with the term government it tends rather to be used to key out the operationes and arrangings by which a government or governor operate.The term government and governor describe the institutions and people involved. According to the World Bank Governance is the traditions and institutions by which authorization in a awkward is exercised for the common good. This includes (i) the process by which those in authority be selected, monitor ed and replaced, (ii) the capacity of the government to in effect manage its resources and implement sound policies, and (iii) the respect of citizens and the state for the institutions that govern scotch and social 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 complex mechanisms, processes and institutions through which citizens and groups announce their interests, exercise their court-ordered rights and obligations, and mediate their differences. instruction Governance fostering governance is concerned with how the funding, provision, professership and regulation of education and training systems is coordinated, and at what train local, regional, national and supranational.It is government who play the most significant role in coordinating education, the distribution of these responsibilities has been changing in response to calls for greater efficiency, effectiveness, obligation and democracy. Households, communities, and new kinds of snobby actors, atomic number 18 increasingly involved in galore(postnominal) different aspects of education and training governance, top questions about equity, participation and enhancer. Objectives of Education Governance To inspire and create enthusiasm among the learners in their thoughts, deeds and daily life to establish moral, humanitarian, ghostly, cultural and social values in ain as hygienic as in national life. To develop consciousness in the learners to protect the independence, sovereignty and integrity of Bangladesh. To hire education pragmatic, generative and creative with a view to bringing about changes in the socio-economic conditions of the do main and making the students into a dutiful and amenable manpower with scientific watch and help them develop the qualities of leadership. To give special emphasis on prime and supplemental education with a view to expanding education, to instill respect and extravagance for physical labor and enable the learners acquire vocational education for self-employment in all stages of education. To promote fraternity, moral values, generosity and fellow-feeling in people and make them respectful of human rights. To promote democratic values through foster tolerance of one anothers views and help develop life-oriented, truthful-to-life(prenominal) and positive stance for blossoming democratic sensory faculty. To ascertain proper character at every take aim of education to strengthen and widen the knowledge, skills and attitude acquired in the previous stage (in accordance with various aims and objectives of education) to enable scholarship of new knowledge and skills and to encourage people to contribute in the system of education, especially in the field of primary, tributary and vocational education. To emancipate the country from the curse of illiteracy. To create equal opportunities for educa tion in accordance with meritoriousness and aptitude for the purpose of building a society free from disparity. To suss out gender parity in education and remove barriers of caste, creed and ethnicity in obtaining education. To ensure constitutional guarantee at all levels of education. To create awareness about protection of environment. Structure of Education sector in Bangladesh The education system in Bangladesh is characterized by co- existence of three separate burgeon forths. The mainstream happens to be a vernacular establish secular education system carried over from the compound past. at that place also exists a separate religious system of education.Finally, based on use of English as the medium of instruction, another stream of education, modeled after the British education system, using the same curriculum, has chop-chop grown in the metropolitan cities of Bangladesh. However diverse the above streams whitethorn apparently look, they have certain common elements, and there exists scope for re-integration of graduates of one stream with the other at different levels. Different Streams in Education The mainstream education system in Bangladesh is structured as follows a.One or both twelvemonth pre-primary education imparted in private naturalizes/kindergartens, and informally in government primary schools for six months. b. Five-year compulsory primary education for the 6-10 year age group, imparted mainly in government and non-government primary schools. In metropolitan cities, til now, government and non-government primary schools cater to the educational needs only of the poorer sections of the people, as the better-off families usually send their children to Private English Medium schools/ petty(a) schools that figure out primary sections as well.Very few NGOs however impart education for the full 5-year primary education cycle. c. On completion of primary education, students (11+) insert for junior second-string education that s pans over 3 years. At the end of this phase of education, some students branch out to join the vocational stream, offered at Vocational Training Institutes (VTI) and Technical Training Centers (TTC) run by the Ministry of Education, and the Ministry of attention and Employment individually, while students in the mainstream continue in government and non-government secondary 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 scratch human race mental testing (S. S. C. ) under the supervision of six education boards. The students of religious education and English medium streams also sit for their oneness national examinations, Dakhil, and O level, conducted by the Madrasah Education lineup, and capital of the United Kingdom/Cambridge University respectively, facilitated by the British Council in case of the latter. d. aft(p renominal) 10 years of schooling at primary and secondary level, students (16+) who succeed in passing the second-string civilize Certificate (S. S. C. ) examination have the option of joining a college for a 2 year higher secondary education in their respective areas of specialization, or write in code in technical/ poly technical institutes for technical education. After 2-year higher secondary education, one has to sit for another public examination called Higher Secondary Certificate (H. S. C. ) Examination conducted by the Education Boards to restrict for further education.Students of Religious and English Medium streams also sit for their respective public examinations, Alim, and A level, conducted by the Madrasah Education Board and London/Cambridge University respectively to qualify for further education. e. Under-graduate education of various duration (2 to 4 years) are offered to 18+ students at a number of public and private universities / degree colleges/technical col leges/ specialized institutions. Successful completion of a degree course is a pre-requisite for appointment to a white-collar civilian job. . Post-graduate education normally of 1-2 year duration is provided at universities and selected degree colleges and institutions. Key Organizations political science the education sector in Bangladesh Many organizations are involved in the direction of higher education in Bangladesh, and there is no single overarching authority. The President of Bangladesh is the Chancellor of most of the universities and is amenable for(p) for the appointment of vice-chancellors. The Prime take care is Chancellor of a limited number of universities.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 Technology (BIT) Council (CBIT) co-ordinates the activities of the four engineering colleges that enroll aro und 3,200 students. It has virtually 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 both academic and administrative matters.The AUB also leases with the government and the UGC on administrative and financial affairs. Management of the education sector in Bangladesh Pre-primary education, generally accept as a useful stage of education to smoothen the transmutation from home to an institutional environment and thereby contributing to reduced regorge out rates at primary level has so pine remained outside the purview of official education policy of Bangladesh. Its centering then lies at present exclusively in the hands of the schools imparting much(prenominal) education and some NGOs running such schools.The Education Policy 2010 did however recognize the need for pre-primary education and recommended its gradual introduction to 5+ children in primary schoo ls with a view to normalizing one-year pre-primary education. As provision of universal compulsory primary education has been recognized by the Constitution of Bangladesh as a state province, the government has assumed direct responsibility of the prudence of primary education in Bangladesh, particularly in the wake of passing of Compulsory Primary Education Act in 1990.The overall responsibility of management of primary education lies with the Primary and Mass Education year (PMED) set up as a separate Division with the stance of a Ministry in 1992. enchantment the PMED is involved in formulation of policies, the responsibility of instruction execution of the same rests with the directorate of Primary Education (DPE) headed by a Director General. The different tiers of administration such as Divisions, Districts and Upazilas are do work by Deputy Directors, District Primary Education Officers (DPEO) and Upazila Education Officers (UEO) respectively.UEOs are assisted by a number of AUEOs each in bash of a cluster of primary schools. At the school level, there exist School Management Committees (SMC) formed as per government directives with certain well defined functions, and Parent Teachers Associations (PTA) playing a supportive role in building favorable didactics-learning environment in schools. The Directorate of Primary Education (DPE) and its subordinate righteousnesss in the district and upazila are unaccompanied trustworthy for management and supervision of primary education.Their responsibilities include recruitment, posting, and transfer of teachers and other staff organisation 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 Department (FD) and Local Government Engineering Department (LGED). The National Curriculum and Text Book Board (NCTB) is responsible for the development of cur riculum and production of textbooks.While the Ministry of Education (MOE) is responsible for formulation of policies, the Directorate of Secondary and Higher Education (DSHE) under the Ministry of Education is responsible for implementing the same at secondary and higher education level. The NCTB is responsible for developing curriculum, and publishing standard textbooks. Seven 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 profit to granting recognition to non-government secondary schools.DSHE is divided into eight zones, each in incriminate of a Deputy Director assisted by two Inspectors, and two ancillary 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 omit of inspection capacity, the work is de legated 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.Each zone has two Inspectors and two Assistant Inspectors to inspect all schools covered by the zones. At the school level, in case of non-government secondary schools, School Management Committees (SMC), and at the intermediate college level in case of non-government colleges, 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 essentially for ensuring a better teaching learning environment. The Directorate of Technical Education (DTE ) is responsible for planning, development and implementation of technical and vocational education in the country. Universities in Bangladesh are free bodies administered by statutory bodies such as Syndicate, Senate, Academic Council etc. in accordance with provisions laid down in their respective Acts.While the private universities are regulated by the University Grand Commission (UGC). statute/Licensing authority Under the Presidents Order No. 10 of 1973, which established the UGC, the UGC has the right to visit 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 physical composition of a non-profit corporation or foundation and the Private Universities Act stipulates a series of conditions for establishing a private university.Some of them are given infra A security deposit of Taka 50 million in interest-bearing go vernment bonds. Transnational Report Case Study Bangladesh (October 2003) page 18 of 36 A marginal of two faculties. Permission to rent office space only for 5 years, before building their own campus. They should own land of at least five acres. broadcasts and courses to be offered must be approved by the UGC before students are admitted. Five percent of places must be reserved for free studentships to poor but meritorious students. adjacent establishment, the UGC has the authority to periodically monitor, visit and evaluate the performance of private universities, regarding the rime of qualified teachers, library books, facilities, approved curricula, and to recommend de-certification if institutions fail to perform concord to agreed-upon standards. The National University reviews and approves the applications of all degree colleges that seek Government recognition. Applications are reviewed against minimum criteria for facilities, teaching staff, and library and laborato ry 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 rile to flavor education is critical to poverty reduction and economic development. The Government is attached to undertaking structural reforms that are expected to bring significant improvements in the education sector. Bangladeshs commitment to education has been clearly stated in its Constitution and development plans with education being given the highest priority in the public sector investments.Education sector allocations are currently about 2. 3 percent of GDP and 14 percent of total government expenditure. Maintaining this commitment to the education sector is imperative in order to achieve Education for All (EFA) and the Millennium Development Goals (MDGs). The management of the education system falls under two ministries the Ministry of Prim ary and Mass Education (MoPME, responsible for primary education and mass literacy) and the Ministry of Education (MoE, responsible for secondary, vocational and ordinal education).Overall there are more than 17 million students at the primary level, and over 8. 0 million at the secondary level. Enrolments at the tertiary level are relatively small but exploitation very rapidly. Bangladesh has made significant progress, especially in regard to increasing access and gender equity, both at primary and secondary levels. unrefined 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 big when compared to countries in the South Asia region and other countries at similar levels of per-capita income. The Government is strongly committed to all eviating the existing problems in respect of management and lineament 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 encompass issues at the secondary and higher levels, MoE has developed a medium-term framework for the secondary education sub-sector, focusing on quality improvements, policy measures and specific actions compulsory 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-effectiveness of service delivery, and improve equity of access in secondary education. MoE is aiming to move towards a devolved system of governance within the current administrative structure. In this system the central government will be responsible for formulating policies, financing, setting quality standards, and monitoring and evaluation etc. , while refuse levels of government will be responsible for administering the system.MoE is empowering officials at the district and upazila levels to take greater responsibility in monitoring school performance and ensure public disclosure of information (e. g. , SSC passing rates, teacher absenteeism, class sizes, etc. ) related to school quality. To ensure appropriate financial controls, MoE is implementing a monetary Management Reform 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 complicated, with some laws deriving from colonial metre sand others from the Pakistan era. There may be fundamental change in the governance and administration of higher education in the near in store(predicate) (World Bank, 1999b). Currently, the universities have autonomy (by the parliamentary acts) to work within the UGC-given parameters, and the same is true for degree colleges under the NU. Public Universities Ordinance (1973) is the governance framework for public universities in Bangladesh.