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We are living in a remote area at Chittagong Hill Tracts.<span class="" id="result_box" lang="en"><span class="hps">The</span> <span class="hps">education</span> <span class="hps">system</span> <span class="hps">is</span> <span class="hps">bad</span><span class=""> in our area.</span> <span class="hps">It is</span> <span class="hps">because</span> <span class="hps">of our</span> <span class="hps">geographical</span> <span class="hps">location</span><span class="">.</span> <span class="hps">Communication system</span> <span class="hps">is very</span> <span class="hps">low</span><span class="">,</span> <span class="hps">the</span> <span class="hps">monsoon</span> <span class="hps">season</span> <span class="hps">in</span> <span class="hps">the</span> <span class="hps">school</span> <span class="hps">for</span> <span class="hps">small</span> <span class="hps">children</span> <span class="hps">is</span> <span class="hps">full of</span> <span class="hps">risk</span><span class="">.</span> <span class="hps">Many</span> <span class="hps">gifted</span> <span class="hps">students</span> <span class="hps">are in</span> <span class="hps">school</span><span class="">.</span> <span class="hps">But</span> <span class="hps">they are </span></span><span class="" id="result_box" lang="en"><span class="hps alt-edited">irregular</span></span><span class="" id="result_box" lang="en"><span class="hps"> on the</span> <span class="hps alt-edited"></span> <span class="hps">school for these reason.</span></span><span class="" id="result_box" lang="en"><span class="hps">If</span> <span class="hps">they</span> <span class="hps">are</span> <span class="hps">given</span> <span class="hps">a chance</span> <span class="hps">in life</span><span>, then</span> <span class="hps">they</span> <span class="hps">may be</span> <span class="hps">too large</span><span class="">.</span></span><span class="" id="result_box" lang="en"><span class="hps"> </span></span></div>
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<A HREF="http://www.sfi4.com/11665166/FREE"><IMG SRC="https://www.sfimg.com/Images/Banners/Banner127.gif" border="0"/ ></A>raingkhiyongtourismhttp://www.blogger.com/profile/11782353360295313257noreply@blogger.com0tag:blogger.com,1999:blog-2615378521703020364.post-56845175415902060312012-06-03T02:54:00.002-07:002012-06-20T11:46:35.169-07:00A Case from the Chittagong Hill tractsInsecurity of Indigenous Women:
Like indigenous women in the other parts of the world,indigenous women of Bangladesh have a low socio-economic status when compared with their men,and when compared with women from the plains regions of the country. There are approximately 45 indiginous peoples in Bangladesh.By custom, indigenous women's life in Bangladesh is shaped by the patriarchal and patrilineal nature of the social system. An indigenous women is considered to be there to bear children, to serve her father, her brother, and later her husband and her family,including her in-laws in some cases.Like Bangali women in the plains,the indigenous women of Bangladesh are also traditionally regarded as occupying a lower social standing then their men.The indigenous women's status is low in terms of the right to inheritance,legal and political rights,decision-making powers and so forth.
Against this backdrop, this attempts to xamine the situation of indigenous women of the CHT. The human rights situation in the CHT was especially bad during the year when the political unrest and internal conflict was ng on 1973-1995.Women constituted the most vulnerable section of the population and were exposed to various forms of sexual violence, including relocation programmes,military operations, molestation,assult and rap.
S.H
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Since the majority of the rural girls do not go to school beyond the primary stage, it isnatural for parents to groom the girls for their "most important role" of motherhood.Thus,in the rural areas, girls are married between the age of 12-18.unlike,the women of the plains,the indigenous women have more freedomn-terms of selecting their partners.Marriages take place within the same people or "tribe",but seldom within the same clan.
After the marriage the bride generally moves to another village.In the new family,the brde takes on aheavy work burden and is reffered to as someone's wife or daughter-in-law.
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Kutubdia Govt primary school managing comity(SMC)is very active and helpful.It's formatted at 20010.The SMC of Kutubdia Govt primary school managing body have 13 members.<br />
They are:<br />
1.Mr.Joyttan Tanchangya -Chairman<br />
2.Mr.Sadhan Bikash Chakma-Vice Chairman<br />
3.Mr.Ranzan Tanchangya -G.S<br />
4.Mrs.Gopadebi Tanchangya- ,,<br />
5.Mrs.Rohita Chakma - ,,<br />
6.Mr.Arnob Chakma - ,,<br />
7 Mrs.Swapna Tanchangya- Member<br />
8.Mr.Sumanta Tanchangya - ,,<br />
9.Mrs.Manisha Dewan - ,,<br />
10.Mr.Nunu Kumar Tanchangya ,,<br />
11.Mr.Babulal Tanchangya - ,,<br />
12.Mr.Kajal Kanti Das<br />
13.Land owner <br />
</div>
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<br />
<br />
<table class="contentpaneopen_budget">
<tbody>
<tr>
<td class="contentheading_budget" width="100%">Last 10 years Allocation and Expenditure in Education Sector </td>
</tr>
</tbody></table>
<table border="1" class="test" style="border-collapse: collapse; border: 1px solid rgb(128, 181, 98); height: auto; width: 500px;"><tbody>
<tr>
<td align="center" rowspan="2" style="background-color: #bccb87;" width="20%"><h2>
Year</h2>
</td>
<td align="center" colspan="2" style="background-color: #bccb87;" width="40%"><h2>
RADP Allocation</h2>
</td>
<td align="center" colspan="2" style="background-color: #bccb87;" width="40%"><h2>
Expenditure (% of Allocation)</h2>
</td>
</tr>
<tr>
<td align="center" style="background-color: #bccb87;" width="15%"><h2>
National</h2>
</td>
<td align="center" style="background-color: #bccb87;" width="25%"><h2>
Ministry of Education</h2>
</td>
<td align="center" style="background-color: #bccb87;" width="15%"><h2>
National</h2>
</td>
<td align="center" style="background-color: #bccb87;" width="25%"><h2>
Ministry of Education</h2>
</td>
</tr>
<tr>
<td align="center"><br /></td>
<td align="center"><br /></td>
<td align="center"><br /></td>
<td align="center"><br /></td>
<td align="center"><br /></td>
</tr>
<tr>
<td align="center">2001-2002</td>
<td align="center">16000.00</td>
<td align="center">916.52</td>
<td align="center">88%</td>
<td align="center">91%</td>
</tr>
<tr>
<td align="center">2002-2003</td>
<td align="center">17100.00</td>
<td align="center">1065.23</td>
<td align="center">91%</td>
<td align="center">93%</td>
</tr>
<tr>
<td align="center">2003-2004</td>
<td align="center">19000.00</td>
<td align="center">1211.19</td>
<td align="center">88%</td>
<td align="center">89%</td>
</tr>
<tr>
<td align="center">2004-2005</td>
<td align="center">20500.00</td>
<td align="center">1182.42</td>
<td align="center">92%</td>
<td align="center">92%</td>
</tr>
<tr>
<td align="center">2005-2006</td>
<td align="center">21500.00</td>
<td align="center">1060.38</td>
<td align="center">91%</td>
<td align="center">89%</td>
</tr>
<tr>
<td align="center">2006-2007</td>
<td align="center">21600.00</td>
<td align="center">1002.25</td>
<td align="center">81%</td>
<td align="center">94%</td>
</tr>
<tr>
<td align="center">2007-2008</td>
<td align="center">22500.00</td>
<td align="center">1000.17</td>
<td align="center">82%</td>
<td align="center">94%</td>
</tr>
<tr>
<td align="center">2008-2009</td>
<td align="center">23000.00</td>
<td align="center">1000.54</td>
<td align="center">86%</td>
<td align="center">95%</td>
</tr>
<tr>
<td align="center">2009-2010</td>
<td align="center">28500.00</td>
<td align="center">1430.80</td>
<td align="center">91%</td>
<td align="center">95%</td>
</tr>
<tr>
<td align="center">2010-2012</td>
<td align="center">38500.00</td>
<td align="center">1624.69</td></tr>
</tbody></table>
</div>
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<A HREF="http://www.sfi4.com/11665166/FREE"><IMG SRC="https://www.sfimg.com/Images/Banners/banner181.gif" border="0"/ ></A>raingkhiyongtourismhttp://www.blogger.com/profile/11782353360295313257noreply@blogger.com0tag:blogger.com,1999:blog-2615378521703020364.post-75646292211833409582012-05-27T09:26:00.001-07:002023-03-22T23:38:15.410-07:00Violence indigenous womenBangladesh, 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.
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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.<br /><br />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&amp; Bandarban hill district.</div>raingkhiyongtourismhttp://www.blogger.com/profile/11782353360295313257noreply@blogger.com0tag:blogger.com,1999:blog-2615378521703020364.post-67727143989755015652012-05-24T12:10:00.001-07:002012-06-02T10:18:42.509-07:00Fourth five years plan<div dir="ltr" style="text-align: left;" trbidi="on">
Fourth Five-Year set up (1990-95)<br /><br />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:<br /><br /> guaranteeing economical use of existing facilities and safeguarding regional parity whereas making new opportunities in primary education.<br /><br /> Increasing participation of women at the first level.<br /><br /> guaranteeing improved in-service coaching for primary faculty academics.<br /><br /> Reforming primary level curriculum.<br /><br /> Introducing tutorial supervision and administrative inspection.<br /><br /> Filling up sixty % vacant teacher’s position from among ladies and relaxation of qualification for the ladies candidates.<br /><br />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:<br /><br /> Development of Primary Education in Dhaka, Rajshahi and Khulna Divisions.<br /><br /> Development of Primary Education in Chittagong Division, and<br /><br /> Development of Curriculum and Textbook at the first Stage.<br /><br />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:<br /><br /> Construction of one,134 low-cost colleges, with community participation in areas while not a college.<br /><br /> Reconstruction of seven,675 government primary colleges, and repair of nine,335 government primary colleges.<br /><br /> Development of seven,812 registered non-government primary colleges (reconstruction -7,232 and repair-580)<br /><br /> offer of furniture to existing created, reconstructed and repaired colleges.<br /><br /> institution of two hundred satellite colleges for grade-I and II students.<br /><br /> 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.<br /><br /> Imparting non-formal primary education to four,97,358 youngsters underneath NGO programme.<br /><br /> Implementation of faculty Attractiveness Programme in 689 colleges in ten Upazilas. underneath this programme four hundred,000 students were benefited.<br /><br /> Imparting in-service coaching to reinforce the skilled skills of academics.<br /><br /> Distribution of seven,72,90,000 textbooks freed from price to the scholars.<br /><br /> Preparation of realistic life-oriented curriculum; renewal of textbooks and introduction up to Class-IV throughout the set up amount.<br /><br /> 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.<br /><br />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:</div>raingkhiyongtourismhttp://www.blogger.com/profile/11782353360295313257noreply@blogger.com0tag:blogger.com,1999:blog-2615378521703020364.post-91468324791638732292012-05-24T12:07:00.003-07:002012-06-02T10:48:41.620-07:00Third five years plan<div dir="ltr" style="text-align: left;" trbidi="on">
Third Five-Year arrange (1985-90)<br /><br />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:<br /><br />Raising student enrolment from 60%to seventieth.<br /><br />Ensuring retention of the enrolled students.<br /><br />Free distribution of textbooks to all or any primary faculty kids.<br /><br />Enhancing the standard of education through advanced coaching, inspection and management.<br /><br />Reviewing, restructuring and revising curricula and syllabuses.<br /><br />Developing physical infrastructure: reconstruction of nine,285 colleges, repair of sixteen,257 colleges, and alternative works.<br />
Supplying of restricted amount of furniture and academic materials.<br /><br />Nationalization of one,000 faculties and appointment of further four,000 academics.<br /><br />Establishing Management info System (MIS).<br /><br />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.<br /></div>raingkhiyongtourismhttp://www.blogger.com/profile/11782353360295313257noreply@blogger.com0tag:blogger.com,1999:blog-2615378521703020364.post-88143620051783994092012-05-24T12:06:00.000-07:002012-06-02T11:00:08.470-07:00Second five years plan<div dir="ltr" style="text-align: left;" trbidi="on">
Second Five-Year set up (1980-85)<br /><br />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:<br /><br /> institution of the Directorate of Primary Education in 1981.<br /> Creation of 1836 Posts of Assistant Upazila Education Officers to strengthen field level supervision and inspection.<br /> Free provide of textbooks in phases and free distribution of textbooks among students by 1985.<br /> provide of furniture and academic materials.<br /> Management coaching for lecturers and workers.<br /> Free distribution of uniforms among students.<br /> Creation of 5000 posts of feminine lecturers (education up to category eight).<br /> Completion of college mapping programme across the country.<br /> 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.<br /> 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.</div>raingkhiyongtourismhttp://www.blogger.com/profile/11782353360295313257noreply@blogger.com0tag:blogger.com,1999:blog-2615378521703020364.post-18256389337565793442012-05-24T12:02:00.003-07:002012-06-03T08:24:06.015-07:00Achivement<div dir="ltr" style="text-align: left;" trbidi="on">
Archive<br /><br /> <br /><br />ACHIEVEMENTS in numerous FIVE- YEAR arrange<br /><br />First Five-Year arrange (1973-78)<br /><br />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.<br /><br />Two-Year arrange (1978-80)<br /><br />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.<br /><br /> Primary education ought to be free, compulsory and accessible to all or any. It ought to be created compulsory in phases, ranging from 1979.<br /><br /> 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.<br /><br /> faculties would be established with a faculty and student ratio of 1:250.<br /><br /> Primary education would be developed through native government.<br /><br /> A separate Directorate of Primary Education ought to be created beneath the Ministry of Education.</div>raingkhiyongtourismhttp://www.blogger.com/profile/11782353360295313257noreply@blogger.com0tag:blogger.com,1999:blog-2615378521703020364.post-22319566626582796062012-05-24T11:59:00.001-07:002012-06-03T08:25:26.087-07:00Future plan<div dir="ltr" style="text-align: left;" trbidi="on">
Future set up<br />
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Future Plans for Primary Education <br />
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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.<br />
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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:<br />
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I. expanding and improving comprehensive early childhood care and education, particularly for the foremost vulnerable and disadvantaged children;<br />
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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<br />
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III. making certain that the training wants of all youth adults are met through equitable access to acceptable learning and life skills programmes<br />
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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<br />
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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<br />
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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<br />
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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.<br />
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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:<br />
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Key Objectives of PEDP-II are to:<br />
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I. Increase primary faculty access, participation and completion in accordance with Government's Policy associated with EFA and different commitments.<br />
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II. Improve the standard of student learning and performance outcomes (i.e.)<br />
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The Purposes of PEDP-II are to:<br />
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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.<br />
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II. Improve education opportunities for all youngsters of primary faculty age, as well as the opportunities for kids with special wants.<br />
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III. Promulgate and advance key academic reforms, especially:<br />
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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.<br />
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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<br />
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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.</div>raingkhiyongtourismhttp://www.blogger.com/profile/11782353360295313257noreply@blogger.com0tag:blogger.com,1999:blog-2615378521703020364.post-44106974373699178012012-05-24T11:54:00.002-07:002012-05-24T11:54:39.262-07:00Quality of primary education<div dir="ltr" style="text-align: left;" trbidi="on">
<ul>
<li class="MsoNormal" style="color: #003300; text-align: justify;"><span style="font-family: Verdana; font-size: 10pt;">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.</span></li>
<li class="MsoNormal" style="color: #003300; text-align: justify;"><span style="font-family: Verdana; font-size: 10pt;">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.</span></li>
<li class="MsoNormal" style="color: #003300; text-align: justify;"><span style="font-family: Verdana; font-size: 10pt;">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.</span></li>
<li class="MsoNormal" style="color: #003300; text-align: justify;"><span style="font-family: Verdana; font-size: 10pt;">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.</span></li>
<li class="MsoNormal" style="color: #003300; text-align: justify;"><span style="font-family: Verdana; font-size: 10pt;">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.<br /> <br /> <img alt="" height="270" src="file:///C:/DOCUME%7E1/user/LOCALS%7E1/Temp/msohtml1/04/clip_image003.jpg" width="378" /></span></li>
<li class="MsoNormal" style="color: #003300; text-align: justify;"><span style="font-family: Verdana; font-size: 10pt;">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.</span></li>
<li class="MsoNormal" style="color: #003300; text-align: justify;"><span style="font-family: Verdana; font-size: 10pt;">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.</span></li>
<li class="MsoNormal" style="color: #003300; text-align: justify;"><span style="font-family: Verdana; font-size: 10pt;">The
National Academy for Primary Education is making consistent
efforts to enhance the quality of primary education. The activities
of the Academy include: </span></li>
</ul>
<ul><ul>
<li class="MsoNormal" style="color: #003300; text-align: justify;"><span style="font-family: Verdana; font-size: 10pt;">Training of the Superintendents and Instructors of the PTIs; </span></li>
<li class="MsoNormal" style="color: #003300; text-align: justify;"><span style="font-family: Verdana; font-size: 10pt;">Training of the AUEOs, UEOs, DPEOs and other field officers; </span></li>
<li class="MsoNormal" style="color: #003300; text-align: justify;"><span style="font-family: Verdana; font-size: 10pt;">Development of Certificate-in-Education course that includes revision of C-in-Ed. Curriculum and Modules; </span></li>
<li class="MsoNormal" style="color: #003300; text-align: justify;"><span style="font-family: Verdana; font-size: 10pt;">Post-training monitoring, follow up and feedback with a view to improving the standard of training; </span></li>
<li class="MsoNormal" style="color: #003300; text-align: justify;"><span style="font-family: Verdana; font-size: 10pt;">Training courses in administration and management for the newly appointed officers; </span></li>
<li class="MsoNormal" style="color: #003300; text-align: justify;"><span style="font-family: Verdana; font-size: 10pt;">To undertake action research; </span></li>
<li class="MsoNormal" style="color: #003300; text-align: justify;"><span style="font-family: Verdana; font-size: 10pt;">The Academy is being upgraded and to make it a centre of excellence for studies and research at primary level; </span></li>
</ul>
</ul>
</div>raingkhiyongtourismhttp://www.blogger.com/profile/11782353360295313257noreply@blogger.com0tag:blogger.com,1999:blog-2615378521703020364.post-60554875008668607542012-05-24T11:51:00.001-07:002012-05-24T11:51:34.456-07:00Curriculam of Textbook<div dir="ltr" style="text-align: left;" trbidi="on">
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<strong><span style="color: #003300; font-family: Verdana; font-size: 10pt;">Curriculum of Primary Education and Development of Textbooks</span></strong><span style="color: #003300; font-family: Verdana; font-size: 10pt;"> </span></div>
<span style="color: #003300;">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. </span><br />
<span style="color: #003300;">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. </span><br />
<span style="color: #003300;">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. </span><br />
<span style="color: #003300;">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. </span><br />
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<strong><span style="color: #003300; font-family: Verdana; font-size: 10pt;">Improvement in the Quality of Primary Education </span></strong><span style="color: #003300; font-family: Verdana; font-size: 10pt;"></span></div>
<span style="color: #003300;">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: </span></div>raingkhiyongtourismhttp://www.blogger.com/profile/11782353360295313257noreply@blogger.com0tag:blogger.com,1999:blog-2615378521703020364.post-24781946891671526772012-05-24T11:48:00.003-07:002012-05-24T11:48:39.492-07:00Activities of DPE<div dir="ltr" style="text-align: left;" trbidi="on">
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<span class="maintitle1"><span style="font-size: 9pt;">Activities of DPE</span></span><span style="color: #003300; font-family: Verdana; font-size: 10pt;"><span> </span></span><strong><span style="color: #003366; font-family: Verdana; font-size: 9pt;"><img alt="" height="19" src="file:///C:/DOCUME%7E1/user/LOCALS%7E1/Temp/msohtml1/04/clip_image001.gif" width="22" /></span></strong><span style="color: #003300; font-family: Verdana; font-size: 10pt;"></span></div>
<strong><span style="color: #003300; font-family: Verdana;">Steps Taken to Increase Enrolment and Reduce Dropout Rates since 1991 </span></strong><span style="color: #003300;"></span><br />
<span style="color: #003300;">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: </span><br />
<ul>
<li class="MsoNormal" style="color: #003300; text-align: justify;"><span style="font-family: Verdana; font-size: 10pt;">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%.</span></li>
<li class="MsoNormal" style="color: #003300; text-align: justify;"><span style="font-family: Verdana; font-size: 10pt;">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.</span></li>
<li class="MsoNormal" style="color: #003300; text-align: justify;"><span style="font-family: Verdana; font-size: 10pt;">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.<br /> <br /> <img alt="" height="270" src="file:///C:/DOCUME%7E1/user/LOCALS%7E1/Temp/msohtml1/04/clip_image002.jpg" width="378" /></span></li>
<li class="MsoNormal" style="color: #003300; text-align: justify;"><span style="font-family: Verdana; font-size: 10pt;">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.</span></li>
<li class="MsoNormal" style="color: #003300; text-align: justify;"><span style="font-family: Verdana; font-size: 10pt;">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.</span></li>
<li class="MsoNormal" style="color: #003300; text-align: justify;"><span style="font-family: Verdana; font-size: 10pt;">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.</span></li>
<li class="MsoNormal" style="color: #003300; text-align: justify;"><span style="font-family: Verdana; font-size: 10pt;">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.</span></li>
<li class="MsoNormal" style="color: #003300; text-align: justify;"><span style="font-family: Verdana; font-size: 10pt;">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.</span></li>
<li class="MsoNormal" style="color: #003300; text-align: justify;"><span style="font-family: Verdana; font-size: 10pt;">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.</span></li>
<li class="MsoNormal" style="color: #003300; text-align: justify;"><span style="font-family: Verdana; font-size: 10pt;">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.</span></li>
<li class="MsoNormal" style="color: #003300; text-align: justify;"><span style="font-family: Verdana; font-size: 10pt;">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. </span></li>
</ul>
</div>raingkhiyongtourismhttp://www.blogger.com/profile/11782353360295313257noreply@blogger.com0tag:blogger.com,1999:blog-2615378521703020364.post-48166589409882425272012-05-24T11:46:00.000-07:002012-05-24T11:46:04.044-07:00Division under DPE<div dir="ltr" style="text-align: left;" trbidi="on">
<table class="contentpaneopen"><tbody>
<tr><td class="contentheading" width="100%">Division under DPE </td>
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<div class="MsoNormal">
<span class="maintitle1"><span style="font-size: 9pt;">Directorate of Primary Education</span></span></div>
<div class="MsoNormal">
<span style="color: #003300; font-family: Verdana; font-size: 10pt;"><span> </span></span></div>
<div class="MsoNormal" style="margin-bottom: 12pt;">
<span style="color: #003300; font-family: Verdana; font-size: 10pt;">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. <br /> <br /> <strong><span style="font-family: Verdana;">The task and responsibilities of the divisions are as follows : </span></strong></span></div>
<div class="MsoNormal">
<strong><span style="color: #003300; font-family: Verdana; font-size: 10pt;">Administration</span></strong><span style="color: #003300; font-family: Verdana; font-size: 10pt;"></span></div>
<div class="MsoNormal">
<span style="color: #003300; font-family: Verdana; font-size: 10pt;">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. </span></div>
<div class="MsoNormal">
<strong><span style="color: #003300; font-family: Verdana; font-size: 10pt;">Planning & Development</span></strong><span style="color: #003300; font-family: Verdana; font-size: 10pt;"></span></div>
<div class="MsoNormal">
<span style="color: #003300; font-family: Verdana; font-size: 10pt;">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. </span></div>
<div class="MsoNormal">
<strong><span style="color: #003300; font-family: Verdana; font-size: 10pt;">Training</span></strong><span style="color: #003300; font-family: Verdana; font-size: 10pt;"></span></div>
<div class="MsoNormal">
<span style="color: #003300; font-family: Verdana; font-size: 10pt;">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. </span></div>
<div class="MsoNormal">
<strong><span style="color: #003300; font-family: Verdana; font-size: 10pt;">Monitoring and Evaluation</span></strong><span style="color: #003300; font-family: Verdana; font-size: 10pt;"></span></div>
<div class="MsoNormal">
<span style="color: #003300; font-family: Verdana; font-size: 10pt;">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.</span></div>
<div class="MsoNormal">
<strong><span style="color: #003300; font-family: Verdana; font-size: 10pt;">Policy and Operation</span></strong><span style="color: #003300; font-family: Verdana; font-size: 10pt;"></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<strong><span style="color: #003300; font-family: Verdana; font-size: 10pt;">Finance and Procurement</span></strong><span style="color: #003300; font-family: Verdana; font-size: 10pt;"></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<strong><span style="color: #003300; font-family: Verdana; font-size: 10pt;">Management Information System Cell (MIS)</span></strong><span style="color: #003300; font-family: Verdana; font-size: 10pt;"></span></div>
<div class="MsoNormal">
<span style="color: #003300; font-family: Verdana; font-size: 10pt;">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. </span></div>
</div>raingkhiyongtourismhttp://www.blogger.com/profile/11782353360295313257noreply@blogger.com0tag:blogger.com,1999:blog-2615378521703020364.post-31027576321197423152012-05-24T11:43:00.003-07:002012-05-24T11:43:28.065-07:00URC<div dir="ltr" style="text-align: left;" trbidi="on">
<h2 align="left" style="font-size: 14px; font-weight: bold; text-align: left;">
Upazila<strong><span style="color: #003300; font-family: Verdana;"> Resources Center</span></strong><strong><span style="color: #003300; font-family: Verdana;"> </span></strong></h2>
<div align="left" style="text-align: left;">
<span style="color: #003300;">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. </span></div>
</div>raingkhiyongtourismhttp://www.blogger.com/profile/11782353360295313257noreply@blogger.com0tag:blogger.com,1999:blog-2615378521703020364.post-55520253539762659152012-05-24T11:41:00.003-07:002012-05-24T11:41:51.883-07:00UEO<div dir="ltr" style="text-align: left;" trbidi="on">
<h2 align="left" style="font-size: 14px; font-weight: bold; text-align: left;">
Upazilla Education Office </h2>
<div align="left" style="text-align: left;">
<span style="color: #003300;">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: </span></div>
<ul>
<li class="MsoNormal" style="color: #003300;"><span style="font-family: Verdana; font-size: 10pt;">Supervising and inspection primary schools. </span></li>
<li class="MsoNormal" style="color: #003300;"><span style="font-family: Verdana; font-size: 10pt;">Working as drawing and disbursing officer. </span></li>
<li class="MsoNormal" style="color: #003300;"><span style="font-family: Verdana; font-size: 10pt;">Sending
proposals for transfer, retirement, pension and gratuity benefits
of the teachers and employees, to the District Primary Education
Officer. </span></li>
<li class="MsoNormal" style="color: #003300;"><span style="font-family: Verdana; font-size: 10pt;">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. </span></li>
<li class="MsoNormal" style="color: #003300;"><span style="font-family: Verdana; font-size: 10pt;">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. </span></li>
<li class="MsoNormal" style="color: #003300;"><span style="font-family: Verdana; font-size: 10pt;">Collection of data on primary schools for onward transmission to DPEO/DPE. </span></li>
<li class="MsoNormal" style="color: #003300;"><span style="font-family: Verdana; font-size: 10pt;">Making recommendations for establishing new schools in unschooled areas. </span></li>
<li class="MsoNormal" style="color: #003300;"><span style="font-family: Verdana; font-size: 10pt;">Monitoring and updating the service books of the teachers. </span></li>
</ul>
</div>raingkhiyongtourismhttp://www.blogger.com/profile/11782353360295313257noreply@blogger.com0tag:blogger.com,1999:blog-2615378521703020364.post-23784796472017149182012-05-24T11:39:00.003-07:002012-05-24T11:39:44.832-07:00DPEO<div dir="ltr" style="text-align: left;" trbidi="on">
<h2 align="left" style="font-size: 14px; font-weight: bold; text-align: left;">
District Primary Education Office </h2>
<div align="left" style="text-align: left;">
<span style="color: #003300;">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 : </span></div>
<ul>
<li class="MsoNormal" style="color: #003300;"><span style="font-family: Verdana; font-size: 10pt;">To
take decisions related to administration and supervision of all
primary schools (government and non-government) in the District. </span></li>
<li class="MsoNormal" style="color: #003300;"><span style="font-family: Verdana; font-size: 10pt;">To
take steps related to transfer of and disciplinary action against
the teachers supervision of schools for the improvement of
qualitative standards; </span></li>
<li class="MsoNormal" style="color: #003300;"><span style="font-family: Verdana; font-size: 10pt;">To act as appointing authority of primary school teachers; </span></li>
<li class="MsoNormal" style="color: #003300;"><span style="font-family: Verdana; font-size: 10pt;">To grant leave to employees and the primary school teachers to grant and gratuity of the employees and teachers; </span></li>
<li class="MsoNormal" style="color: #003300;"><span style="font-family: Verdana; font-size: 10pt;">Supervising and monitoring activities of UEOs and AUEOs approval of their tout diaries; </span></li>
<li class="MsoNormal" style="color: #003300;"><span style="font-family: Verdana; font-size: 10pt;">Executing the duties and instructions transmitted by the MOPME and the DPE. </span></li>
</ul>
</div>raingkhiyongtourismhttp://www.blogger.com/profile/11782353360295313257noreply@blogger.com0