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.

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.

ebook.gov.bd

www.ebook.gov.bd

Curriculam

Primary Curriculum WIng - Curriculum Documents

Ø      Aims & Objectives

Ø      List of Terminal Competencies

Ø      Curriculum Revision Process

Ø      Subject wise essential learning continua

Ø      Curriculum Document(Bangla Version)

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

Guidlines

Guidelines for Education

Guidelines of Ministry of Education

• Human resource development is at the core of Bangladesh's development efforts and access to quality education is critical to poverty reduction and economic development. The Government is committed to undertaking structural reforms that are expected to bring significant improvements in the education sector. Bangladesh's commitment to education has been clearly stated in its Constitution and development plans with education being given the highest priority in the public sector investments. Education sector allocations are currently about 2.3 percent of GDP and 14 percent of total government expenditure. Maintaining this commitment to the education sector is imperative in order to achieve Education for All (EFA) and the Millennium Development Goals (MDGs).
• The management of the education system falls under two ministries - the Ministry of Primary and Mass Education (MoPME, responsible for primary education and mass literacy) and the Ministry of Education (MoE, responsible for secondary, vocational and tertiary education). Overall there are more than 17 million students at the primary level, and over 8.0 million at the secondary level. Enrolments at the tertiary level are relatively small but growing very rapidly.
• Bangladesh has made significant progress, especially in regard to increasing access and gender equity, both at primary and secondary levels. Gross primary enrollment rates rose from 90 percent in the late 1990s to 98 percent in 2003, while a corresponding increase in enrollment rates at the secondary level rise to 44 percent. Gender parity in access to primary and secondary education has also been achieved. These achievements are particularly spectacular when compared to countries in the South Asia region and other countries at similar levels of per-capita income.
• The Government is strongly committed to alleviating the existing problems in respect of management and quality through reforms across the education system. At the primary level, MoPME is supported by a multi-donor group through the Primary Education Development Program II (PEDP II), which aims to strengthen educational access, quality and efficiency.
• In order to address issues at the secondary and higher levels, MoE has developed a medium-term framework for the secondary education sub-sector, focusing on quality improvements, policy measures and specific actions needed to reform the system. The development of this medium-term framework has benefited from an extensive range of consultations and workshops with stakeholders at the central, district, and upazila levels. The main objective of reforms being proposed is to address systemic governance issues aimed at raising the quality and cost-effectiveness of service delivery, and improve equity of access in secondary education.
• MoE is aiming to move towards a devolved system of governance within the current administrative structure. In this system the central government will be responsible for formulating policies, financing, setting quality standards, and monitoring and evaluation etc., while lower levels of government will be responsible for administering the system. MoE is empowering officials at the district and upazila levels to take greater responsibility in monitoring school performance and ensure public disclosure of information (e.g., SSC passing rates, teacher absenteeism, class sizes, etc.) related to school quality.
• To ensure appropriate financial controls, MoE is implementing a Financial Management Reform Program (FMRP). This is intended to increase accountability and transparency in the use of resources

Plans

Major Reforms Undertaken by the Government for Improving Quality of Education

• Introduction of unitrack curriculum in secondary level education from 2006
• School based assessment (SBA) in secondary level education
• Reform of existing examination systems in secondary level education
• Privatization of Textbook Writing and Publication
• Re-organization of Managing Committee/Governing Body of the Non-Government Educational Institutions
• Formation of Oversight Committee for Supervision of Teaching at Classrooms
• Sanction of MPO on the basis of performance of educational institutions
• Strengthening of Teachers' Training
• Delivery of Textbooks to the Students on Time
• Development and Modernization of Secondary, Technical and Madrasha Curricula
• Retirement and Welfare Fund for Non-Government Teachers
• Establishment of 10 Foreign Language Centers
• Distribution of 20000 computers in secondary level educational institutions including Madrashas
• Training of secondary level teachers' in computer applications
• Restructuring of Directorate of Secondary and Higher Education
• Restructuring of National Academy for Education Management (NAEM)
• Restructuring of Personnel of Boards of Intermediate and Secondary Education (Dhaka, Rajshahi, Chittagong, Jessore, Barisal, Comilla, Sylhet) and NCTB

Strategic Plans

Strategic Plans

Major Initiatives taken by the Ministry

Education Commission 2003 submitted its report in March 2004 and GOB has initiated actions to review and prioritize its 880 recommendations concerning each stream and level of education.
Actually many of the recommendations made by the Education Commission are already in the process of implementation and many are in the pipeline for implementation. Some of the actions are taken in this respect are described below:

• Government has enacted Primary Education (Compulsory) Law in 1990 to achieve the universal primary enrolment by 2005
• More then 98% of secondary schools are non-government. But Government pays 90% of the teacher and staff salary of these institutions
• Bangladesh has sustained increased government allocation in education sector from the 1990s
• Government is currently providing subsidies to create demand for education in favor of the poor and girls
• Government has initiated the decentralization of primary and secondary education management structure
• Government has established an autonomous Nongovernmental Secondary Teachers Registration and Certification Authority in order to recruit qualified and trained teachers in secondary level institutions
• A large project for the improvement of teaching quality at the secondary level institutions is underway
• A new apex body named National Teachers Training Authority by restructuring existing National Academy for Education Management (NAEM) is on card. This proposed institution would train both public and private sector teachers from 2005/06
• Reorganization of National Curriculum and Textbook Board (NCTB) has also started with the objective to separate functions of the Board into two units, e.g., curriculum and textbook. This would enhance competition in textbook production and publishing and enable Board to concentrate on curriculum development
• A separate entity named Independent Textbook Evaluation Committee (ITEC) has been established for designing transparent criteria under which individual textbook manuscripts will be evaluated
• Privatization of textbook production and publication has already started for grades 6 to 10. Publication of all textbooks at the secondary level will be privatized by 2007
• An Accreditation Council is being established which would function as a watchdog over the private universities in order to monitor the teaching standard of universities

Structure

Education Structure Education in Bangladesh has three major stages-primary, secondary and higher educations. Primary education is a 5-year cycle while secondary education is a 7- year one with three sub-stages: 3 years of junior secondary, 2 years of secondary and 2 years of higher secondary. The entry age for primary is 6 years. The junior, secondary and higher stages are designed for age groups 11-13, 14-15 and 16-17 years. Higher secondary is followed by graduate level education in general, technical, engineering, agriculture, business studies, and medical streams requiring 5-6 years to obtain a Masters degree.

Management

Education Management Education System in Bangladesh is being managed and administered by two Ministries, Ministry of Education (MoE) and Ministry of Primary and Mass Education Division in association with the attached Departments and Directorates as well as a number of autonomous bodies.

Education system

Guidelines for Education Human resource development is at the core of Bangladesh's development efforts and access to quality education is critical to poverty reduction and economic development. The Government is committed to undertaking structural reforms that are expected to bring significant improvements in the education sector. Bangladesh's commitment to education has been clearly stated in its Constitution and development plans with education being given the highest priority in the public sector investments. Education sector allocations are currently about 2.3 percent of GDP and 14 percent of total government expenditure. Maintaining this commitment to the education sector is imperative in order to achieve Education for All (EFA) and the Millennium Development Goals (MDGs).

About Minstry of Education

Ministry of Education is the apex policy making institution of the Government regarding administration and development of post-primary education sector. Ministry of Education formulates policies and programs for the development of post-primary to higher education including Madrasah, Technical and Vocational education. It also formulates laws, rules and regulations for the management and administration of post-primary education sector and its institutions of the country. There are several attached bodies for supervision and management of formal education in post-primary and secondary schools, colleges, madrasahs, technical schools and colleges, polytechnic institutes, engineering colleges and universities. There are about 35121 post primary secondary schools/colleges/madrasahs and 34 public and 60 private universities.

message

"We have to regard these people as the active agent of the social change. Project-based activities will not yield the expected results," she observed.
Shaheen Anam, executive director of Manusher Jonno Foundation, observed that 40 percent of the country's annual development programme remains unutilised. "Is there any problem if the government diverts unutilised funds to the challenged population?" she asked.
Nawazish Ali Khan, adviser of ATN Bangla, said: "We have to engage the private sector so that they create jobs for them."
Farida Yesmin, executive director of Disabled Rehabilitation and Research Association, Bangladesh, said the issue of the physically challenged in Bangladesh is seen as relief-based approach, not as empowerment approach.
"If it continues, the physically challenged will never have their dignity in the society."
In his welcome speech, Mahfuz Anam, editor and publisher of The Daily Star, said his newspaper is committed to highlighting both problems and achievements of the physically challenged people and how their dignity in the society can be ensured.
Anila Hossain, a wheelchair-bound student of Standard V who came to the programme with her father, described how she is treated at school. "Parents say if I go to the school other students will face problem. Don't I have a right to education?" she asked.
Speaking as the chief guest, Social Welfare Minister Enamul Hoque Mostofa Shaheed said mobile banking could be used to take the allowance to the people and help them avoid harassment.
He said the government is spending heavily for the education sector through the budgetary allocation. "Still we do not see ramp in the buildings."
Ruling Awami League lawmaker Zunaid Ahmed Palak said the challenged people face harassment in getting allowance from the government. "They even have to give bribe to get the allowances."
He said the challenged people should be given identification cards so that they can receive allowances directly from the government.
Rashed Khan Menon, president of parliamentary standing committee on education, agreed to the suggestion that education of the physically challenged population has to be brought under the authority of the education ministry.
Rasheda K Chowdhury, former adviser to a caretaker government, said increasing budgetary allocation for the disabled is not the only solution. "There has to be proper monitoring so that the budget is spent for the intended purpose and benefits reach the real beneficiaries."
Ranjit Kumar Biswas, secretary of the social welfare ministry, Brig Gen (retd) Shahedul Anam Khan, editor, defence and strategic affairs of The Daily Star, and Dr MA Muhit, pro-vice-chancellor of University of South Asia, also spoke

Message

The government should take up long-term planning to solve problems of the country's millions of physically challenged people instead of relying on relief-based approaches, development activists said yesterday.
They said the charity-based approaches and projects don't yield the desired results as they leave out a large part of the physically challenged population who need it most.
The observations came at a roundtable styled "Disability Inclusive National Budget 2012-13" held at the conference room of The Daily Star in Dhaka.
ADD International, a UK-based development agency, and The Daily Star jointly organised the programme in association with Manusher Jonno Foundation and Shiree.
This was the second consecutive time the duo organised a roundtable to draw attention of the policymakers to the plights of the country's more than 1.45 crore physically challenged people.
During his keynote presentation, Mosharraf Hossain, country director of ADD International, said the social welfare ministry took up a number of projects in the last few years targeting some special needs of the challenged people.
"Budgetary allocation for them has also increased, but development of them is still not the mainstream development," he said.
Over 9 percent of the population is physically challenged, according to the 2010 Household Expenditure Survey. However, less than 0.5 percent of the development budget has been allocated for them in the last three fiscal years.
In the upcoming budget for 2012-13, grassroots organisations for the physically challenged people have demanded an increase in the allowances for the economically insolvent ones and rise in the number of the beneficiaries.
Hossain said they also urged the government to ensure ramp in all government buildings, introduce rationing for the insolvent challenged people and pass law for their rights and also ensure its implementation.
Qazi Kholiquzzaman Ahmad, chairman of Palli Karma Sahayak Foundation, said the government should pass the law without any delay. "If we want to do something for them, we need laws."
He said the ministries of education and primary and mass education should take the responsibility of educating the challenged people.
"Mere projects will not be able to bring any changes to their lives. We need comprehensive planning. They should be given priority, and there should also be monitoring."
Sadeka Halim, information commissioner, said the issue of the challenged population has so far been seen from welfare approach. "As long as we see them as beneficiaries and in passive role, there won't be any major changes.

Note

Prime Minister Sheikh Hasina yesterday said the country had made good progress in its efforts towards building 'Digital Bangladesh' during the last three years as pledged in the ruling party's election manifesto.
“We've achieved many successes to this end,” she said, while inaugurating through videoconferencing from her office the multimedia classrooms and digital academic contents developed by teachers.
Hasina said the education system had made a step forward towards the digitalisation goal with the inauguration of 1,000 multimedia secondary and primary school classrooms across the country.
The premier opened the multimedia classrooms in 1,000 schools and the teacher-led contents by pressing a computer button.
She expressed the hope that 'Digital Bangladesh' could be built much ahead of 2021 if the present trend of digitalisation continues.
Hasina said, “Only the information technology can quickly reach the multipurpose flow of development to the grassroots level at a minimum cost.”
“ICT can connect rural people not only with upazila and district headquarters but also with the entire globe,” she added.
She said multimedia classroom was the digital version of teaching method, which was widely used in the developed world. The government was attaching priority to ICT education and all books up to secondary level had been transformed into e-books which were also helping the expatriate students, she added.
She said the teachers were the main medium of reaching knowledge to the learners and they were playing an important role in building an educated nation with digital knowledge.
Hasina called upon the private sector to come forward so that multimedia classrooms could be established in all educational institutions of the country very fast.
She asked the teachers to get habituated with the use of ICT and learn the techniques of developing colourful academic contents and build the future generation enriched with science and technology-based education.
Hasina called upon the teachers, students, guardians and ICT experts to work unitedly to build a hunger- and poverty-free prosperous Digital Bangladesh and thus materialise the dream of Bangabandhu.
Terming the teachers and students the pioneers of the country's advancement, she said the government would establish digital classrooms -- at least one in 20,500 secondary schools and madrasas each - by next year.
“It'll help raise the standard of education to international level and remove the discrimination of teaching methods between rural and urban areas as the students could acquire latest knowledge of the world on various subjects to build themselves as worthy and skilled human resources to survive in the global competition,” she added.
The premier said her government had already introduced e-governance, e-commerce e-health, e-education, and e-service, and the scope of these services are expanding day by day.
Later, she exchanged views with the students of Reazuddin Pilot High School of Debidwar, Comilla, Monirampur Government Girls' School, Jessore, and Tungipara GT Model High School of Gopalganj districts, and the teachers of Rangpur Teachers Training College.
Presided over by Primary and Mass Education Minister Dr Afsarul Amin, the function was also addressed by National Project Director of Access to Information Programme NI Khan and Group CEO of Orascom Telecom Ahmed Abu Doma.

Message

Hasina said there was no alternative to making the full use of information technology to make Bangladesh a medium income country by 2021. "I'm also an old person. I learnt using information technology from my son," she said.

Financial

Education is the most related with economy

Many of the challenges we face in the region revolve around helping the people of Chittagong Hill tracts to educate themselves and their children. Another goal behind these efforts is to support local entrepreneurs’ development of their economic potential.
Micro financing plays a key role in this effort. Moreover, by facilitating the development of local businesses we also in turn support the capacity to sustain educational institutions and promote basic human rights. This exemplifies our idea of the indivisibility of human rights.

Thinking

We believe that educational institutions are essential to a community’s development, because it enables the community to ask itself vital questions and hands it the tools to answer them.

Such an economically independent society does not rely on international support, which in turn engenders the empowerment of individuals and communities. This path enables traditionally deprived and marginalized peoples to take control of their lives and exercise their right to a life of dignity.

Stipend

We give stipend to talent students
1.Class one (first,second and third)
2.Class two (first,second and third)
3.Class three (first,second and third)
4.Class four (first,second and third)
5.Class five (first,second and third) 

Sanitation

We arranged sanitation workshop every Tuesday
1.Sanitation
2. Hygiene education
3. Safety Water      

Meeting

We arrange monthly meeting with parents.
1.Every month.
2. Emergency meeting
3. Sharing   

National Day

We celebrated our national day
1.21 February
2.26 March
3.16th December   

Study tour

We arrange every year a study tour
This are some photos of study tour

Achievement

Achievement of government scholarship
1.Shukhi Bikash Tanchangya and Alpon chakma are the first scholarship holder in Kutubdia govt primary school at 2006.
2.Bijoy Tanchangya, Jiku Tanchangya & Prokash Dewan achieved scholarship at 2007.
3.Kowshik Tanchangya,Ranjit Tanchangya & Debesh Chakma achieved scholarship at 2010.
4.Milton Chakma achieved scholarship at 2011.

Educational information from grass-root label to higher label

The catchment area of Kutubdia Govt primary school is about 4squre kilometers.95%  peoples are live hand to mouth.Their occupation is fisherman,farmer,daily-worker.  

Students infrmation

class One to five have 80 student only.

Teachers of Kutubdia govt primary school

Primary Education

Primary education of Bangladesh
1.Primary education of Bangladesh is very successful program at this time 

Information of grassroots level

Education for all.
What is primary Education?

1.Educational activities of Kutubdia Govt. primary school,Belaichari,Rangamati,Bangladesh.