Thursday, May 24, 2012

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

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:

To develop and nurture the child's morals, mental and social personality;
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;
To learn to read and write in the mother tongue, and to be able to count and calculate.
To be able to acquire the fundamental knowledge and skills needed for a future citizen;
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

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.