BBC News

Sunday, May 27, 2012

Expenditure in Edcation



Last 10 years Allocation and Expenditure in Education Sector

Year

RADP Allocation

Expenditure (% of Allocation)

National

Ministry of Education

National

Ministry of Education






2001-2002 16000.00 916.52 88% 91%
2002-2003 17100.00 1065.23 91% 93%
2003-2004 19000.00 1211.19 88% 89%
2004-2005 20500.00 1182.42 92% 92%
2005-2006 21500.00 1060.38 91% 89%
2006-2007 21600.00 1002.25 81% 94%
2007-2008 22500.00 1000.17 82% 94%
2008-2009 23000.00 1000.54 86% 95%
2009-2010 28500.00 1430.80 91% 95%
2010-2012 38500.00 1624.69

Violence indigenous women

Bangladesh, like other states in south Asia has also ratified the international treaties on equality and non- discrimination between men and women.Some of these measures are also contained in the national constitution of Bangladesh.That does not mean, of course,that human rights violations do not take place in these contries.In the CHT,indigenous women are encountering various forms of human rights violace.Despite the CHT Accord of 1997, the indigenous women continue to be sexsually and veba harrassed and assaulted by majority.The cessation of hostilities may have decreased the risk of such sexsual offences, but indigenous women are still very much at risk.Women from various indigenous communities are facing different types of human rights violations.The various forms of abuse by Bangali settlers are in the increase. This may be because the settlers, who were mostly confined in protected"cluster villages" before are now far more mobile because of the end of guerilla war.

Friday, May 25, 2012

Chittagong Board

The Board of Intermediate and Secondary Education, Chittagong started its operation in 1995. it's an autonomous and self-regulating organization within the field of instructional administration and management in Bangladesh. Considering the growing demand for each qualitative and quantitative education in country, the BISE is attempting to develop it as a middle of excellence within the field of instructional administration.

According to the ordinance of the board, The East Pakistan Intermediate and Secondary Education Ordinance, 1961 and its Section 3A , it's answerable for the organization, regulation, supervision, management and development of Intermediate, Secondary and Junior level public examinations and academic establishments of Chittagong, Cox’sBazar, Rangamati hill districts, Khagrachari hill districts& Bandarban hill district.

Thursday, May 24, 2012

Fourth five years plan

Fourth Five-Year set up (1990-95)

The Fourth Five-Year set up gave importance to the first and mass education. Education was identified as a vehicle for the event of human resources. a brand new call (Ministry entitled ‘Primary and Mass Education Division’ was created in August 1992, through bifurcation of the Ministry of Education for strengthening the first education structure keeping it in tune with the need of recent times, and for eradication of illiteracy. a major policy undertaken within the Fourth set up was to create primary education compulsory. the opposite necessary goals were:

 guaranteeing economical use of existing facilities and safeguarding regional parity whereas making new opportunities in primary education.

    Increasing participation of women at the first level.

 guaranteeing improved in-service coaching for primary faculty academics.

    Reforming primary level curriculum.

    Introducing tutorial supervision and administrative inspection.

    Filling up sixty % vacant teacher’s position from among ladies and relaxation of qualification for the ladies candidates.

In February 1990 the first Education (Compulsory) Act was passed. In 1992, sixty eight Upazilas were brought underneath this programme. The success achieved in these Upazilas galvanized the govt. to bring the total country among the ambit of this programme. Compulsory Primary Education Implementation Monitoring Unit (CPEIMU) was established at the top of 1990 to make sure implementation of the programme. to create equitable access to primary schooling, to extend enrolment within the colleges, to enhance quality of primary education and to strengthen management system, the subsequent 3 major comes underneath the final Education Project (GEP) were undertaken:

    Development of Primary Education in Dhaka, Rajshahi and Khulna Divisions.

    Development of Primary Education in Chittagong Division, and

    Development of Curriculum and Textbook at the first Stage.

Apart from these, alternative comes together with the Cyclone and Flood Rehabilitation comes were conjointly implemented. The result, achieved underneath the final Education Project and alternative comes taken up within the Fourth set up was:

    Construction of one,134 low-cost colleges, with community participation in areas while not a college.

    Reconstruction of seven,675 government primary colleges, and repair of nine,335 government primary colleges.

    Development of seven,812 registered non-government primary colleges (reconstruction -7,232 and repair-580)

 offer of furniture to existing created, reconstructed and repaired colleges.

 institution of two hundred satellite colleges for grade-I and II students.

 enlargement of National Academy for Primary Education (NAPE); development of physical facilities of Primary coaching Institutes; construction of the District Primary Education workplaces; construction of Chittagong Divisional Primary Education Office advanced.

    Imparting non-formal primary education to four,97,358 youngsters underneath NGO programme.

    Implementation of faculty Attractiveness Programme in 689 colleges in ten Upazilas. underneath this programme four hundred,000 students were benefited.

    Imparting in-service coaching to reinforce the skilled skills of academics.

    Distribution of seven,72,90,000 textbooks freed from price to the scholars.

    Preparation of realistic life-oriented curriculum; renewal of textbooks and introduction up to Class-IV throughout the set up amount.

    Introduction of Food for Education Programme. This programme was introduced in four,914 schoool in 460 Unions within the country throughout the fiscal year 1993-94. This Programme was extended to twelve,182 colleges in one,000 Unions in fiscal year 1994-95. 16,28,659 students and fourteen,16,932 families were benefited.

The measures undertaken for the advance of primary education succeeded in fulfilling the objectives of the Fourth Five-Year set up. the amount of enrolled students increased to seventeen.2 million in 1995, this range was 12million in 1990. the speed of dropouts decreased to thirty eighth in 1995 from fifty nine.30% in 1991. feminine participation increased at the first level. The ratio of boy and woman youngsters in primary colleges was fifty five.28:44.72 in 1990, this ratio improved to fifty two.62:4738 in 1995. proportion of feminine academics in colleges increased to twenty six.92 in 1995 from twenty.57 in 1990.This was as a result of the introduction of the policy to recruit hour feminine academics within the vacant posts of academics in primary colleges. Of course, true has more improved within the subsequent stage. this is often depicted within the following table:

Third five years plan

Third Five-Year arrange (1985-90)

Several comes were implemented throughout the Third Five-Year arrange. Among these, the foremost vital was the implementation of the revised Universal Primary Education Project (National) funded by GOB, UNICEF /Norway and IDA. throughout this arrange amount, 2 flood rehabilitation comes entitle `Second Flood Rehabilitation Project below IDA help’ and Post Flood Rehabilitation project below EEC Assistance were conjointly implemented. The aims of the Third Five-Year arrange included:

Raising student enrolment from 60%to seventieth.

Ensuring retention of the enrolled students.

Free distribution of textbooks to all or any primary faculty kids.

Enhancing the standard of education through advanced coaching, inspection and management.

Reviewing, restructuring and revising curricula and syllabuses.

Developing physical infrastructure: reconstruction of nine,285 colleges, repair of sixteen,257 colleges, and alternative works.
Supplying of restricted amount of furniture and academic materials.

Nationalization of one,000 faculties and appointment of further four,000 academics.

Establishing Management info System (MIS).

The objectives and targets of this set up were solely partially achieved owing to variety of constrains. throughout the amount eight,519 faculties were created and five,000 faculties were nationalized and extra four,000 academics appointed.

Second five years plan

Second Five-Year set up (1980-85)

A significant side of the Second Five-Year set up was foreign investments in primary education. throughout this era 2 necessary comes were undertaken. the 2 major comes were: Universal Primary Education (UPE) below IDA help, and Universal Primary Education (National), funded by GOB. Forty-four Upazilas came below the Universal Primary Education Project with help from IDA. UNDP/UNESCO conjointly provided money achievement of the 2 comes were:

 institution of the Directorate of Primary Education in 1981.
    Creation of 1836 Posts of Assistant Upazila Education Officers to strengthen field level supervision and inspection.
    Free provide of textbooks in phases and free distribution of textbooks among students by 1985.
 provide of furniture and academic materials.
    Management coaching for lecturers and workers.
    Free distribution of uniforms among students.
    Creation of 5000 posts of feminine lecturers (education up to category eight).
    Completion of college mapping programme across the country.
    Creation infrastructural facilities for schools; construction of eleven, 274 school rooms, repair work of nine,421 faculties, installation of vi,242 tube wells and construction of five,745 bathrooms.
    Implementation of innovative programmes: The “Instructional Management by oldsters, Community and lecturers (IMPACT)” programme was undertaken in Tangail district. Subsequently, it absolutely was expanded to ten alternative districts. Another academic programme known as the Community Learning Centre (CLC) was implemented with help from UNICEF. These 2 comes concerned native individuals in class and classroom management. expertise gained from these comes helped the look of future comes.

Achivement

Archive

  

ACHIEVEMENTS in numerous FIVE- YEAR arrange

First Five-Year arrange (1973-78)

The First Five-Year arrange proposed comes to develop Primary coaching Institutes (PTIs), reconstruction of faculties, institution of five,000 new faculties, increase enrollment within the primary faculties from fifty eight to seventy three, revision of curriculum, introduction of staggered system in existing faculties, reduction of dropout rate in faculties from sixty three to fifty two, etc.

Two-Year arrange (1978-80)

The significant aspects of the Two-Year arrange were the institution of a National Academy for Primary Education in Mymensingh and development and reconstruction of fifty one PTIs. throughout this era, a National Advisory Committee was fashioned that formulated an Interim Education Policy (1979). Since most of the recommendations of the Bangladesh Education Commission weren't implemented, the Committee suggested the govt on the subsequent problems.

    Primary education ought to be free, compulsory and accessible to all or any. It ought to be created compulsory in phases, ranging from 1979.

 an extra one,50,000 lecturers would be required build to confirm implementation of the compulsory primary education programme. the amount of lecturers was one,75,000. 30,000 new lecturers would be appointed annually.

 faculties would be established with a faculty and student ratio of 1:250.

    Primary education would be developed through native government.

    A separate Directorate of Primary Education ought to be created beneath the Ministry of Education.

Future plan

Future set up
  

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Future Plans for Primary Education                                                              

Bangladesh has not solely achieved the goals set on the idea of Jomtein Declaration however in several cases has exceeded the targets. within the last decade of the last century the most thrust was a lot of or less on quantitative growth of primary education. From the later a part of the last decade the stress has been shifted to each quality and amount. the current thrust is principally on quality.

The Government of Bangladesh (GOB) has created commitments within the World Education Forum (Dakar, April 2000) towards achievement of Education For All goals and targets for each citizen by the year 2015. The Dakar Framework for Action relates to attainment of the subsequent goals:

I.                        expanding and improving comprehensive early childhood care and education, particularly for the foremost vulnerable and disadvantaged children;

     II. making certain that by 2015 all youngsters, with special stress on woman, youngsters in tough circumstances and from ethnic minorities have access to and complete free and compulsory primary education of excellent quality

  III. making certain that the training wants of all youth adults are met through equitable access to acceptable learning and life skills programmes

   IV.            achieving a fifty p.c improvement in levels of adult literacy by 2015, particularly for girls, and equitable access to basic and continuing education for all adults

     V.            eliminating gender disparities in primary and secondary education by 2005, and achieving gender equality in education by 2015, with a spotlight on making certain ladies full and equal access to and achievements in basic education of excellent quality

   VI.            improving all aspects of the standard of education and making certain excellence of all so recognized and measurable learning outcomes are achieved by all, particularly in literacy, numeracy and essential life skills

In line with that, taking the Dakar Framework for Active because the basis, the country has ready a National set up of Action for EFA (draft) with a selected set of goals to be achieved by 2015. The National set up of Action for Education for All 2003-2015 embraces all the goals of EFA for creating education accessible and provided for all.

All on going comes for quantitative growth and qualitative improvement of primary education are going to be completed by June 2004. The country has ready “Primary Education Development Programme-II” (PEDP-II) on the idea of Dakar Framework and proposed National set up of Action (NPA). the most objectives and purpose of the PEDP-II (2003-2008) are as follows:

Key Objectives of PEDP-II are to:

I.                        Increase primary faculty access, participation and completion in accordance with Government's Policy associated with EFA and different commitments.

     II.            Improve the standard of student learning and performance outcomes (i.e.)

The Purposes of PEDP-II are to:

I.                        Improve the standard of the education provision to all or any youngsters. though at the present is planned that the foremost direct interventions are going to be introduced in GPS and RNGPS, there, there'll be interventions that impact all youngsters in all faculties.

     II.            Improve education opportunities for all youngsters of primary faculty age, as well as the opportunities for kids with special wants.

  III.            Promulgate and advance key academic reforms, especially:

Definition and implementation of a minimum normal of academic services of Primary faculty Quality level (PPSQL), that focuses on access to academic service and therefore the quality of education provides.

The designation and formation of a Primary Education service providing an acceptable career and promoting structure for primary lecturers and others with primary education experience and skill

Organization capability building and systemic modification, in step with a policy of increased devolution of authority and responsibility, to confirm improved management, and monitoring, and sustainability of interventions created underneath PEDEP I and PEDP II.

Quality of primary education

  • Teachers, trainers, supervisory officials are being trained regularly on the professional knowledge including pedagogy. The professionals associated with primary education in different capacities get the opportunities through training and orientation to update their knowledge about the national and international concepts on management, planning, curriculum, teaching methods and techniques, examinations and evolution of primary education.
  • The Ministry of Primary and Mass Education (MOPME) has the responsibility to continuing the process of improving quality of primary education, ensuring supply of skilled manpower suitable for present trends, arranging training for the teachers, managers and supervisors at home and abroad, and arranging workshops, seminars, conferences and study tours. MOPME and the Directorate of Primary Education (DPE) regularly organize programmes for field level officials to involve them in the activities of different projects. Members of the community involved at the grassroots level (School Management Committee, Parent Teacher Association, Ward committee, Upazila Education Committee) are also given orientations regularly in order to make them aware about their tasks as well as the efforts of the Government.
  • The Training Division of the Directorate of Primary Education assesses the training needs at national and field levels and is engaged in preparing and implementing training programmes. National Academy for Primary Education (NAPE), Upazila Resource Centres (URC) and the PTIs arrange the training of staff and teachers and conduct various professional training activities. Besides, training leaflets are used once in two months by the Assistant Upazila Education Officers to conduct continuous in service training for the teachers at sub-cluster levels. The training of teachers at the sub-cluster level has resulted in continuing improvement in the class-room teaching and in increasing participation of the community in school activities. It has been decided to reinforce training programmes at sub-cluster levels. A programme was initiated under Primary Education Development Programme (PEDP), with assistance from Asian Development Bank, Norwegian Government (NORAD) and UNICEF to continue this in-service training of teachers. A good number of modules have been developed to make sub-cluster training more effective.
  • About 1,73,000 persons (teachers, teacher-trainers, officials and supervisors) were given training on competency-based curriculum. In Bangladesh there are 54 government and 1 non-government Primary Training Institutes (PTIs) to offer Certificate-in Education course to the primary school teachers. These institutes can train 10,500 teachers a year. Most of the teachers in the government schools have received C-in-Ed course. In order to make maximum utilization of the PTIs, teachers of registered non-government primary schools and community schools were brought under the training programme. In this regard, arrangements have been made to train 87,500 teachers of non-government schools and so far nearly 74,000 received training. Necessary steps were taken to increase the skills of PTI Instructors by exposing them to the recent trends in primary education. The C-in-Ed curriculum were revised and updated.
  • One government primary schools in every Upazila has been converted into a model school. All resources are being mobilized to build up the school as an ideal primary school. 481 schools have been selected as Model Schools, This initiatives is likely to inspire other primary school to follow these model schools. which can be followed by the other schools.

  • An extensive plan has been undertaken to develop the libraries of the Directorate of Primary Education, National Academy for Primary Education, and the PTIs. Already a scheme has been undertaken to build up a library in each of the Model Schools. In the project funded by NORAD, there is allocation of substantial funds for improving the libraries. In addition, supplementary reading materials are being provided to schools to enrich the school library.
  • To enhance the quality op primary education, a number of projects have been undertaken. These projects include programmes to improve the infrastructure of training facilities, teaching methods and supervision. Intensive District Approach to Education for All (IDEAL) has focused mainly on improving quality by introducing innovative teaching techniques, improving management and monitoring at the field level and by reducing disparities at different areas and at different level. IDEAL has initiated an innovative teaching method called "Multiple Ways of Teaching and Learning (MWTL)" based on 'Multiple Intelligence' theory. This programme has already created considerable enthusiasn among the teachers & the parents as the learning became attractive to the children. Under IDEAL project micro-level planning exercise has been taken up involving the SMC, PTA, Teachers, students and mothers. On an experimental basis DPE is also implementing 'Concentrated Language Encounter (CLE)' approach to improve language teaching. DFID assisted "Effective Schools Through Enhanced Education Management" is also contributing significantly to improve management capacity at all levels and thus to make the schools effective.
  • The National Academy for Primary Education is making consistent efforts to enhance the quality of primary education. The activities of the Academy include:
    • Training of the Superintendents and Instructors of the PTIs;
    • Training of the AUEOs, UEOs, DPEOs and other field officers;
    • Development of Certificate-in-Education course that includes revision of C-in-Ed. Curriculum and Modules;
    • Post-training monitoring, follow up and feedback with a view to improving the standard of training;
    • Training courses in administration and management for the newly appointed officers;
    • To undertake action research;
    • The Academy is being upgraded and to make it a centre of excellence for studies and research at primary level;

Curriculam of Textbook

Curriculum of Primary Education and Development of Textbooks
The school curriculum of a nation is prepared with an eye to the needs of society and attainment of international standards. Hopefully the revised primary curriculum reflects these needs. Syllabuses and textbooks were written in the light of competency-based curriculum. The contexts in the textbooks for primary schools include health, nutrition, population, environment, life-oriented technologies suitable for the 21st century. It is expected that the present curriculum relevant and rational, textbooks were revised in 2001. New textbooks were written for students of level I and II. These books have already been handed over to students in the beginning of 2003.
National Curriculum and Textbook Board (NCTB) is responsible for the development of primary education curriculum. Improvement and renewal of curriculum at primary level is also taken by this organization as and when required.
The NCTB undertook a programme called the Quality-Based Curriculum Implementation and Inspection in primary schools to supervise the implementation of the newly introduced curriculum. There are two aspects of this programme: firstly, the observation of classroom teaching style on textbooks written in the light of competency-based curriculum and secondly, collection of the data related to the achievement of competency through testing based on Multiple Ways of Teaching and Learning in five selected districts. In the programme area primary students learn in multiple ways by obsessing, listening, or doing something like singing or rhyme exercises. It has been found through research that here are seven types of intelligence in human beings. Strong and weak intelligences of the children can be identified through their behaviors and styles of learning. This programme aims at making the students' learning processes easy, delightful and attractive through the practice of multiple activities in the classrooms. The Directorate of primary Education has expanded this programme under help improve teaching learning environment to a desired level.
NCTB organized a national workshop to modify the rules of spelling in Ballad. On the recommendation of the workshop rules of Bangla spelling were newly formulated to revised, and are being followed in the primary school textbooks. Besides, the Shishu (Children's) Academy, Madrasha Education Board and other organizations are following these rules of Bangla language spelling. Supplementary reading materials have also been developed for primary schools by the NCTB. Under a project, a sample National Assessment of Grade 3 and 5 student's achievement in four subject areas was completed. The study showed the trend of students' achievement to be quile low.
Improvement in the Quality of Primary Education
While the quantitative aspect of primary education has achieved considerable success, the qualitative aspect of primary duration is year to improve to the expected level. Teachers still use traditional methods, which are not appropriated for implementing the new curriculum. Primary schools and classes are not attractive to the students. As a result, they remain absent. Inadequate contact hour and crowded classes also affect the quality of teaching. There is also lack of proper supervision and accountability. A number of measures have been taken to improve the qualitative situation:

Activities of DPE

Activities of DPE PDF Print E-mail
Activities of DPE                                                                                        
Steps Taken to Increase Enrolment and Reduce Dropout Rates since 1991
Extensive Programmes were taken up in the Primary education Sub-sector to brig all eligible children to school, get them to complete the Primary education cycle and provide them a quality education. Some of these programmes are listed below:
  • Satellite schools were established to bring the schools nearer to the door steps of the children who cannot travel to the main school. A total of 194 schools were established experimentally under the General Education Project. Then another 5,000 schools were set up by 2001. Satellite schools are managed by voluntary female teachers selected locally Through the School Management Committee. Students after completing Class II from these schools are admitted to the mother Government. The rate of attendance of the students in such schools is almost 100%.
  • The Government has established less expensive community schools in the areas with no school. School buildings are constructed on the land donated by the local people and necessary facilities are provided by the government. Allowances which partially meet teacher's salary are paid by the Government.
  • A total of 19,428 registered non-government Primary schools are being managed through the participation of the local people. Up to June1994, the teachers of RNGPS were given subvention at the rate of TK.500/- per month. In July 1994 they were brought under National pay scale and since then they have been paid at the rate of 50%, 60% and 70% of the basic pay of the teachers of GPS depending on total service lengths. For services of less than two years they were given 50%, for service more than two years but less than five years they were given 60% and for services of more than 5 years, they were were given 70% of the basic pay of GPS teachers. These rates were enhanced to 70%,80% and 90% respectively in July 1998.

  • Children less than 6 years of age are also going to primary schools in large numbers. It has been decided in principle in 1994 to introduce pre-primary classes to motivate and orient the younger children . It may be mentioned that the kudrat-E-Khuda education commission recommended the introduction of a pre-primary class. In the education policy of 2000,, there is also a recommendation like this.
  • Government financed Food for Education Programme was introduced in 1993 to compensate opportunity cost of poor parents for sending their children to school. This helped increase the enrolment and attendance in schools and prevent child labour. About 27% area of the country covering about 2.2million disadvantaged students were under "Food for Education Programme."From the financial year 2002-2003a special programme for providing cash to poor primary school children has been launched by transforming Food for Education Programme into stipend programme. Under this programme, parents of poor students of the primary schools in the rural areas will be given monthly stipend at the rate of tK.100 per month for sending one child to school and TK.125 for sending more than one child . Beneficiaries under this programme will be 5.5 million (estimate). Every year a sum of US$ 115 million will be required for this innovative programme.
  • The School Attractiveness Programme was started in 10 Upazilas of 5 Divisions in the country under the General Education Project (1991-96). The programme aimed aft motivating students to go to school regularly and making the schools student-friendly. The number of schools under this programme was 689. The programme was introduced experimentally through NGOs and School Management Committees. A feature of theis programme was to provide poor students, particularly girls, with educational materials, school uniforms, sports equipments and occasionally nutritive food . The incentive was given on the basis of attendance and performance. The main strategy of this programme was to initiate community participation. About 4,00,000 children were benefited under these programme. The rates of enrolment and attendance in this schools increased. The rate of dropouts decreased remarkably in the project areas.
  • A total of 3,138 non-formal education centers for primary school age children were established by giving financial grants to the NGOs . The aim was to bring out of school and dropout students back under the fold of educational system. under thes programme 17 NGOs imparted primary education to 4,97,358 children. The participation of NGOs in the government programme and in the field of primary education, though on a small scale, enabled NGOs to acquire meaningful experience.
  • As a part of social mobilization, a logo portraying a primary school aged boy and a girl was inaugurated by the Honourable Prime Minister on 24th February 1992.
  • Cub Scouts network is being formed in the primary schools for developing discipline, honesty, charity, and respect for lab our among the students. At least one teacher from each school is being given necessary training to implement the scout movement.
  • The mass media like Radio, Television, newspapers are being utilized to involve the community in the management of the schools and make he guardians aware about the importance of primary education. As a result, awareness of the guardians to send their children to school is increasing.
  • Primary education Fortnight is observed in all the primary schools of the country to socialize the movement for primary education. The strategy to distribute textbooks in a function organized during the fortnight is to bring the primary education movement into social focus. The functions inspire people to participate in government efforts. The functions also provide opportunity for communities, teachers, guardians and officials to exchange opinions on different school activities. The school thus becomes an integral part of the community. Primary education week is also observed throughout the country to make the community aware about the importance of education.

Division under DPE

Division under DPE PDF Print E-mail
Directorate of Primary Education
                                                                                                              
In1981, a separate Directorate, named as Directorate of Primary Education was setup. This Directorate was created in order to streamline universal primary education and strengthen the infrastructure. The Directorate is headed by the Director General. In the Directorate, there are four divisions each headed by a Director.

The task and responsibilities of the divisions are as follows :
Administration
The responsibilities of this division include general administration of the central and field offices. This division coordinates among the Divisional, District and Upazila Offices and the PTIs.
Planning & Development
The responsibilities of this division are: drawing up of various development projects on priority basis of effect general and gradual development of primary education in the light of government policies; getting approval of projects; implementation; evaluation; supervision and winding up of completed projects. This division also conducts the preparation of development budget,disbursement and allocation of funds and redistribution of foreign exchange.
Training
The responsibilities of this division are to work for qualitative improvement of primary education, to build up competent and efficient teacher for the class-room and school management. To do this, the division assesses training needs of the teachers as well as the officials at different levels, draws out plans and implements training programme. The fixed responsibilities of this division are: organization of various workshops, training of PTI teachers and instructors, various short-time training of SMC and PTI staff members, sub-cluster training, curriculum dissemination courses and orientation courses, management training for the head teachers and short in-service training for teachers.
Monitoring and Evaluation
This division collects data on primary education from the field levels, analyzes the collected data and published quarterly and annual reports. Other responsibilities are: Storage and distribution of textbooks, supervision of satellite schools, arrangement of regular inspection of various offices and primary schools at the field level, sending of reports related to these areas to PMED.
Policy and Operation

Finance and Procurement

Management Information System Cell (MIS)
There is a separate cell in the Directorate for collection of data on selected primary education indicators. This cell is also responsible for computerizing and to develop a data bank.

URC

Upazila Resources Center

Upazila Resource Centre is a new institution of the Directorate of Primary Education at the Upazila level for professional development of the t43achers. The centre is located in the campus of the model school in a upazila. There are 4 staffs in a URC: 1 Instructor, 1 AUEO, 1 Computer Operator & 1 Nightguard- cum – MLSS. The Instructor is the supervising officer. So far, out of 481 proposed URCs, only 174 URCs (146 under the IDEAL Project and 28 under the Norway supported (PEDPQI) are now functioning. The constructions of separate building for 92 URCs have been completed under IDA, ADB and GTZ assisted projects. These projects supplied furniture as well. The management of the Centre lie with a committee consisting of PTI Super as chairperson, DPEO, UEO, HT of the Model school as members and Instructor of the URC as member-secretary. The Directorate of Primary Education Issued a circular in 1999 stating the functions, responsibilities and management of the centers. The purpose of establishing these centers under PEDP I was manifold but mainly to improving the quality of primary education. Throughout th PEDP I, the potential of an organization like the URC was not fully explored. However, the institution has to a rat extent showed its possibility of being an intervening factor to develop the elements that produce quality. URCs as an should be visualized institution that plays a leading and strong role in bringing qualitative changes in primary education. URCs are organizing Subject based training for primary school teachers. So far, 39, 000 teachers received training on English and Mathematics.

UEO

Upazilla Education Office

There are 481 Upazila Education Offices throughout the country. The UEO has to discharge general responsibilities for management and monitoring of primary education in the Upazila are divided into clusters. A cluster comprises of 20-30 schools. One AUEO is in charge of each cluster. The major responsibilities of UEO are:
  • Supervising and inspection primary schools.
  • Working as drawing and disbursing officer.
  • Sending proposals for transfer, retirement, pension and gratuity benefits of the teachers and employees, to the District Primary Education Officer.
  • Constituting a cluster comprising 20-30 schools with the approval of the DPEO, sub-clusters comprise 4-5 schools , and giving the charge of each cluster to an AUEO.
  • Working as the Member – Secretary of the Upazila Education Committee (UEC). Preparing the priority list for the development of the primary schools as per decision of UEC.
  • Collection of data on primary schools for onward transmission to DPEO/DPE.
  • Making recommendations for establishing new schools in unschooled areas.
  • Monitoring and updating the service books of the teachers.

DPEO

District Primary Education Office

There are 64 District Primary Education Offices in the headed by District Primary Education Officer, assisted by ADPEO. The tasks and responsibilities of this offices are :
  • To take decisions related to administration and supervision of all primary schools (government and non-government) in the District.
  • To take steps related to transfer of and disciplinary action against the teachers supervision of schools for the improvement of qualitative standards;
  • To act as appointing authority of primary school teachers;
  • To grant leave to employees and the primary school teachers to grant and gratuity of the employees and teachers;
  • Supervising and monitoring activities of UEOs and AUEOs approval of their tout diaries;
  • Executing the duties and instructions transmitted by the MOPME and the DPE.

DPE

Directorate of Primary Education

In 1981, a separate Directorate, named "Directorate of Primary Education" was discovered. This Directorate was created so as to streamline universal primary education and strengthen the infrastructure. The Directorate is headed by the Director General. within the Directorate, there are 5 Divisions every headed by a Director. The Task and responsibilities of the Division are as follows:

Administration Division: The responsibilities of this division embrace general administration of the central and field offices. This division coordinates among the Divisional, District and Upazila Offices and also the PTIs.

Planning & Development Division: The responsibilities of this division are drawing from varied development comes on priority basis to impact general and gradual development of primary education within the lightweight of presidency policies, obtaining approval of comes, implementation, evaluation, supervision and finishing up of completed comes. This division conducts the preparation of development budget, disbursement and allocation of funds and redistribution of foreign externally assisted funds. It conjointly monitors, reviews and coordinates the activities of various comes.

Training Division : The responsibilities of this division are to figure for qualitative improvement of primary education, to create up competent and economical teacher for the classroom and college management. To do this, the division assesses coaching wants of the academics further because the officers at totally different levels, attracts out planes and implements coaching of PTI academics and instructors, varied short-cluster coaching of SMC and Parent. academics Association (PTA), workers members, sub-cluster coaching. Curriculum dissemination courses and orientation courses, management, coaching for the top academics and short in service coaching for academics.

Monitoring and analysis Division: This Division collects knowledge on primary education from the sphere level. Analyses the collected knowledge and publishes quarterly and annual reports. alternative responsibilities are: storage and distribution of textbooks, supervision of faculties at the sphere level, sending of reports associated with these areas to MOPME.

Policy and Operation Division: this is often a newly created Division. This Division is to blame for analysis of the progress of field level activities and onward transmission of identical to the executive ministry for next course of action.

It is conjointly to blame for recruitment of academics at central level. Besides, this Division plays the advisory role to create field level administrative activities simpler

Management data System Cell (MIS Cell): there's a separate cell within the Directorate for assortment of information on selected primary education indicators. This cell is additionally to blame for computerizing and to develop an information bank.

Management of DPE

Management of DPE PDF Print E-mail

Ministry of Primary and Mass Education (MOPME)

Recognizing the importance of primary and non-formal education in ensuring education for all as well as for eradicating illiteracy, the Government created a new Division called Primary and Mass Education Division (PMED) in August 1992 with the status of a Ministry has been renamed as Ministry of Primary and Mass Education since January 2003. The Ministry of Primary and Mass Education (MOPME) is responsible for policy formulation, planning, evaluation and execution of plans and initiating legislative measures relating to primary and non-formal education. The Honorable Prime Minister is also the Minister for Primary and Mass Education. There is an advisor to Honorable Prime Minister for Ministry of Primary and Mass Education. MOPME is headed by Secretary of the Government. To assist the Secretary, there are 2 Joint Secretaries. There are also 4 Deputy Secretaries, 1 Deputy Chief, 9 Senior Assistant Secretaries/Assistant Secretaries, 1 Senior Assistant Chief,2 Assistant Chiefs, 1 Statistical Officer and 56 supporting staff members., This Ministry is responsible for op0licy making, administrative management and overall supervision of Primary education and non-formal education. Main objectives of this Ministry are:
  • To eradicate illiteracy from the country.
  • To take steps so that every child between 6-10 years of age receives primary education.
  • To give a second chance for education to the dropout students (boys and girl), youth and adults through non-formal education.

Bangladesh period

The Bangladesh Period
This period has started since 1971 when the people fought a glorious war to win Independence. The Constitution of the independent of the independent Bangladesh states that Primary Education shall be the responsibility of the State. The provisions are:
“The State shall adopt effective measures for the purpose of (a) establishing a uniform, mass-oriented and universal system of education and extending free and compulsory education to all children to such stage as may be determined by law; (b) relating education to the needs of the society and producing properly trained and motivated citizens to serve those needs; and (c) removing illiteracy within such time as may be determined by law”.
Acknowledging primary education as a national responsibility of the Government, and recognizing the fundamental rights of the people to education ushered in a new era in Bangladesh. The dawn of independence also saw a reawakening in the realm of primary education. In the light of this, steps to upgrade the education system were taken right after independence. In 1972, the Kudrate-e-khuda Education Commission was formed to recommend objectives, strategies and action plans for creating a modern education system suited to the needs of an independent nation and compatible with the systems of the neighbouring countries.
Bangladesh Education Commission
The report of this Commission in 1974 outlined the following objectives for primary education:
  1. To develop and nurture the child's morals, mental and social personality;
  2. To bring up the child as a patriotic, responsible, inquiring and law-abiding citizen, and develop in him/her love for justice, dignity, labour, proper conduct and uprightness;
  3. To learn to read and write in the mother tongue, and to be able to count and calculate.
  4. To be able to acquire the fundamental knowledge and skills needed for a future citizen;
  5. To prepare for next stage of higher education.
Education is vital for the purpose of satisfying the aspirations of a new nation. In view of the objectives, the Commission placed before the Government the following recommendations for the development of primary education.
  • Introduction of universal Primary Education up to Class- VIII;
  • To attract a greater number of female students, appoint female teachers the primary level; if needed build girl's schools;
  • Implementation of Compulsory Primary Education by 1980 and extension of primary education up to Class-VIII by 1983;
  • Adoption of effective measures for prevention of dropouts. Introduction of an attractive curriculum, development of appropriate textbooks and creation of proper environment in schools;
  • Introduction of a uniform system of education that must be scientific, realistic, and compatible with social conditions and environmental needs;
  • Introduction of pre-primary education;
  • Expansion of teacher-training system, development of appropriate textbooks;
  • Setting up Primary Education Academy and a National Primary Education Board.
It may be mentioned here that not all of the commission's recommendations were implemented. But the Government nationalized 36,165 primary schools in 1973 under an Act named Primary Education Taking Over Act and declared 1,57,724 teachers of those schools as government employees. From then on, strengthening and improving primary education management became a part of the state's responsibilities, and planned steps were gradually taken for the development of primary education.

What need to done?

It is clear from the above discussion that the CHT women are facing incrsing problems.Their situation will not improve in terms of human rights violations if social,economic and administrative measures are not taken in which the government and political leaders,social leaders, NGOs and other members of civil society contribute to the cause by sharing responsibilities.There is more formalized coordination now in the CHT between local authorities of indigenous peoples and other state institutions then ever before.This opportunity needs to be seized to promote further synergy between their respective efforts on women. However, before taking any planned interventions in this field, it is absolutely crucial that the social,cultural and psychological contexts be borne in mind.In particular the following measures, may be considered as among the important steps to bring in the desired changes.

History of DPE

DPE History PDF Print E-mail
HISTORY OF PRIMARY EDUCTION IN BANGLADESH
During the British Rule
In the ancient times and the middle ages the indigenous education system which evolved in the Indian subcontinent was predominantly theological and philosophical in approach. The system alienated itself from the common people. It was the British who introduced and implemented what is now known as the modern education system.
William Adam, in his education report, stressed the following points:
  • Collection of district- wise information on education.
  • Introducing textbook in various mother tongues.
  • Placement of an inspector in every district to implement the education plan.
  • Establishment of the Normal School System of training of teachers.
  • Encouraging the teaching the profession by allocation of land as incentive.
  • Introduction of Scholarships through competitive examinations.
The Wood's Education Despatch of 1854 was a significant example of the efforts to the modernization of education by the British rulers in Bengal. Following its recommendation a Department of Public Instruction was created in 1855-56. The department was placed posts of Inspectors were created. The Despatch also advocated for encouraging initiatives to establish private education institutions.
Lord Curzon took some steps for expanding primary education. In 1910, Gopal Krishna Gokhale placed a bill in the Law Council for making primary education compulsory. The bill was, however, rejected in 1912, a bill making primary education compulsory in the Municipal areas was passed.
With the provision of limited autonomy in the Indian Book Act of 1921, Bengal (Rural) Primary Education Act was enacted in 1930. For over a decade after this, there was hardly any follow up action. Under this act, District School Boards were set up to control, direct and manage the dissemination of education, to reach ultimately the goal of universal, compulsory and free education. Although primary education was controlled, directed and managed by the Director of Public Instruction, and the schools were inspected by the District, Subdivision or Circle Offices (comprising one or more Thanas/Upazillas) the direct administrative responsibility laid solely with the Zilla (District) School Boards.
After the Second World War, the Sergeant Commission Report (1944), for the development of education was published. It was the first report to recognize pre-primary education. As the British rule ended in 1947, the Sergeant Commission Report remained unimplemented.

ebook.gov.bd

Curriculam


Primary Curriculum WIng - Curriculum Documents


Ø      Aims & Objectives




Confarence


Conference on Multi Lingual Education (MLE) in the CHT


                                                    

A conference on MLE at Rangamati held from 13-15 Ocober 2009 to identify how stakeholders can support the government to implement its commitments to MLE in CHT and implications of the recently developed draft National Eucation Policy with regards to MLE. Prof. Md. Mostafa Kamaluddin, Chairman, NCTB alone with Md. Murshid Aktar, Research officer of NCTB attended the conference. Chairman, NCTB attended as the chief guest in the last rap up session . Md. Murshid Aktar in his speech appreciated the initiative to introduce MLE but he showed his deep concern about the process of bridging from Mother Tongue (MT) based education to National Language (NL) based education. If the process is shown ineffective in the future that will affect a generation of Hill tracts' Child who will receive education through MLE. He requested the experts group to first find out the effective process of Bridging then go for implementing to the Hill tracts and NCTB will provide all out support to do so and if necessary to revise the curriculum NCTB is there to do so." Chairman, NCTB also showed his concern about the bridging process and told that NCTB is ready to provide technical support in this regards.

Workshop


Workshop on Finalization of Model {class|category} Routine, Annual {scheme|theme} {of work|of labor} {plan|arrange|set up} and Teachers' Guide/ Edition

A workshop on Finalization of Model {class|category} Routine, Annual {scheme|theme} {of work|of labor} {plan|arrange|set up} and Teachers' Guide/ Edition of Primary level {is going|goes} to be held from 27-30 January, 2010 at National Curriculum and Textbook Board (NCTB) Auditorium. Honorable State Minister of Primary and Mass Education Ministry Md. Motahar Hossain has kindly given his consent to be the Chief Guest of the inaugural.

First stage

Primary education is that the initial stage of compulsory education.

Primary education is that the initial stage of compulsory education. it's preceded by pre-school or nursery education and is followed by secondary education. In North America this stage of education is typically referred to as elementary education.

In most countries, it's compulsory for kids to receive primary education, though in several jurisdictions it's permissible for folks to produce it. The transition to secondary college or highschool is somewhat arbitrary, however it typically happens at concerning eleven or twelve years older. Some academic systems have separate middle colleges with the transition to the ultimate stage of education going down at round the age of fourteen.

The major goals of primary education are achieving basic literacy and numeracy amongst all pupils, yet as establishing foundations in science, geography, history and alternative social sciences. The relative priority of varied areas, so the|and additionally the} ways used to show them, are a part of considerable political dialogue.

Typically, primary education is provided in colleges, where the kid can keep in steadily advancing categories till they complete it and move on to high college/secondary college. youngsters are sometimes placed in categories with one teacher who reaching to be|are} primarily liable for their education and welfare for that year. This teacher {may be|could additionally be|is also} assisted to varying degrees by specialist academics in bound subject areas, typically music or physical education. The continuity with one teacher so the|and additionally the} chance to create up a detailed relationship with the category may be a notable feature of the first education system.

Traditionally, numerous kinds of corporal punishment are an integral a {part of} early education. Recently this observe has come back beneath attack, and in several cases been outlawed, particularly in Western countries..

Activities of MOE

Activities of Ministry of Education according to the Rules of Business


  • Formulation of sectorial plan on Secondary, Higher Secondary and University education sector.
  • Preparation, monitoring and evaluation of educational projects of Secondary, Higher Secondary and University education sector.
  • University education including University Grants Commission.
  • Technical education.
  • Secondary and Higher Secondary (College) education.
  • Madrasha education.
  • Distance education including educational media and technology.
  • Educational research and training.
  • Bangladesh National Commission for UNESCO.
  • National students council.
  • Educational Policy and Reforms (Secondary, Higher Secondary and University Education).
  • Curriculum development (Secondary, Higher Secondary and University Education).
  • Preparation, printing and distribution of text books (above primary education level).
  • Introduction of population in schools.
  • Processing of educational projects/schemes in Secondary, Higher Secondary and University sector with PEC/NEC ECNEC and implementation or the decisions of the Cabinet.
  • Policy directives or holding the public examination above primary education level conducted by the Boards under Ministry of Education.
  • Learned Bodies in the field of education, research, etc. above primary education level and financial aid to these organizations.
  • (a) Aid from foreign and international bodies in the field of education above primary education level.
       (b) International Organization and other international programs in the field of education and science above primary education level.
  • Pride or performance, merit awards in the filed of arts, science and education.
  • Education and welfare of Bangladesh students overseas, education development in Bangladesh Missions abroad, financial assistance to educational institutions and Bangladeshi Students Associations abroad.
  • External examination, equivalence of degrees, diplomas, certificates and exchanges of degrees, diplomas and certificates with foreign countries.
  • Recognition of professional and technical qualification for the purpose of recruitment to posts under the Government of Bangladesh.
  • Educational exchange programs, exchange or teachers, professors, educationists, technologists, etc.
  • Overseas studies and scholarship, foreign teachers and students in Bangladesh .
  • Rehabilitation and other problems relating to displaced teachers and students.
  • Recruitment of teachers for appointment in foreign countries.
  • Admission of foreign students in National Institutions.
  • Publication of scientific and professional books.
  • Charities and charitable institution pertaining to subjects belonging to this Division.
  • Matters relating to the recommendations of Education Commission above primary education level.
  • National Research Fellows.
  • Bangladesh Scouts and Girl Guides.
  • First appointment and administration of the officers of B.S.S (General Education).
  • First appointment and administration of the officers of B.C.S (Technical Education).
  • Secretarial administration including financial matters.
  • Administration and control of subordinate offices and organizations under this Division.
  • Liaison with International Organizations and matters relating to treaties and agreements with other countries and world bodies relating to subjects allotted to this Division.
  • All laws on subjects allotted to this Division.
  • Inquires and statistics on any of the subjects allocated to this Division.
  • Fees in respect of any of the subjects allocated to this Ministry except fees taken in courts.

Activities

Activities of MoE

The Legal Framework on Education


The Constitution of the People's Republic of Bangladesh enjoins upon the Government of Bangladesh the obligation to ensure literacy of all the citizens of the country within the shortest possible time. The Constitution mandates the state to adopt effective measures for:
  • establishing a uniform, mass-oriented and universal system of education and extending free and compulsory education to all children to such stage as may be determined by law (Article 17)
  • relating education to the needs of society and producing properly trained and motivated citizens to serve those needs (Article 17)
  • removing illiteracy within such time as may be determined by law (Article 17)

Objectives



General objectives of Education

  • To inspire and create enthusiasm among the learners in their thoughts, deeds and daily life to establish moral, humanitarian, religious, cultural and social values in personal as well as in national life.  
  • To develop awareness in the learners to protect the independence, sovereignty and integrity of Bangladesh.  
  • To make education pragmatic, productive and creative with a view to bringing about changes in the socio-economic conditions of the country and making the students into a dutiful and responsible manpower with scientific outlook and help them develop the qualities of leadership.  
  • To give special emphasis on primary and secondary education with a view to expanding education, to instill respect and eagerness for physical labour and enable the learners acquire vocational education for self-employment in all stages of education.  
  • To promote fraternity, moral values, generosity and fellow-feeling in people and make them respectful of human rights. 
  • To promote democratic values through fostering tolerance of one another's views and help develop life-oriented, realistic and positive attitude for blossoming democratic awareness. 
  • To ensure proper quality at every level 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 acquisition of new knowledge and skills and to encourage people to contribute in the system of education, especially in the field of primary, secondary and vocational education.  
  • To emancipate the country from the curse of illiteracy.  
  • To create equal opportunities for education in accordance with merit and aptitude for the purpose of building a society free from disparity.  
  • To ensure gender parity in education and remove barriers of caste, creed and ethnicity in obtaining education.  
  • To ensure constitutional guarantee at all levels of education. 
  • To create awareness about protection of environment.

Focus

Focus & Objectives

Focus of the Government on Education

The focus of the government on education as enunciated in different Policies and Five Year Plan Documents are:
 
  • Provide value based education
  • Emphasize on job-oriented and need-based education
  • Modernization of curriculum
  • Ensure efficient management at all levels
  • Strengthen the Information and Communication Technology
  • Ensure teacher effectiveness at all levels
  • Revitalize technical and vocational education
  • Ensure gender parity at all levels of education