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

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.