Education System in Bangladesh

The present scenario of public examination results in Bangladesh, apparently, looks attractive. In 2016, the pass rates in Primary Education Completion (PEC) examination, Ebtedayee examination for madrasa students, Secondary School Certificate (SSC) and equivalent examinations, and Higher Secondary Certificate (HSC) examination were 98.51 percent, 95.85 percent, 88.29 percent, and 74.70 percent respectively. However, the higher the pass rate, as has frequently been reported in recent days, the lower the performance in post examination real life situations, such as the university entrance examination and job recruitment tests. Often Higher education educators and employers complain that the 'product', if so are they called, they are getting in their classrooms or in job sectors lack the expected proficiency levels in language and other areas. It seems that with a bag full of GPA-5, securing 80% or above marks, we are failing to produce compatible and skilled 21st century workforce who can face the challenges in a globalized world.

Bangladesh holds one of the largest primary education systems in the whole world. UNICEF estimates that presently 16.4 million primary school aged children (6 to10 years) are studying in more than 82,218 schools (with ten different types of schools, including Madrasahs) in Bangladesh where 365,925 primary school teachers are teaching (2009). Apart from such vast primary education systems, the Constitution of the People’s Republic of Bangladesh (article 17) has made that primary education free and compulsory for all children (Ministry of Education, 2004).
According to UNICEF despite many achievements during the past decade, Bangladesh’s primary education needs some major improvements in order to ensure quality education for all children. UNICEF says that some of the major challenges in Bangladesh’s primary education include— poor quality of education, quality of the teaching-learning process, the school environment and children’s learning achievements, high dropout rates and so on (2009). UNICEF reports that approximately 24% of Government Primary School and Registered Non-Government Primary School teachers are untrained that leads to poor quality of teaching learning process and children’s achievements. The UNICEF report further states that traditional and teacher-centered teaching in most schools tends to focus on memorizing and rote learning. Hence students hardly get scope of developing analytical, practical or vocational skills. This results in several issues such as low achievement rate, high dropout and high repetition rate. The data of UNICEF report on quality primary education also states that only 55% of the enrolled children complete the primary education cycle or reach Grade 5. Moreover, the report further states that it takes an average of 8.6 years (8.7 for boys and 8.5 for girls) for a child to complete the five-year primary school cycle (UNICEF, 2009). Poor assessment system (which is a part of improper teaching-learning process) in primary education is another significant factor that results in rote learning, memorizing, and low achievement rate (Mukut, 2012). Therefore, it is obvious that poor quality of teaching learning process is very much responsible for the “virtual exclusion” of the children that eventually leads to issues like low achievement rate, high dropout and high repetition rate, memorizing and rote learning  (Ahmed, M., & Williams, J. 2008; Nasreen, M., & Tate, S. 2007). 
The main focus of this paper is to address the above discussed issues, such as—poor quality of teaching learning process and virtual exclusion, poor assessment system, low achievement rate, high dropout and high repetition rate, memorizing and rote learning.

The Purposes of this study are to explore the existing quality status and analyze the gaps between existing practices and formal quality assurance and accreditation (QAA) systems, and to assess and tap the institutional learning and challenges of introducing QAA mechanism in Bangladesh. However, the intention is to explore the preparedness to introduce formal QAA mechanism and their implications on the institutional performance in the context of Bangladeshi Higher Education Institutions (HEIs). The Mix method approach is applied here, where the primary data are collected from the university faculty members in order to determine the perceptions towards quality improvement initiatives in HEIs. The study revealed that HEIs in Bangladesh face a number of challenges in terms of formal quality assurance practices. The key variables brought from formal QA framework fell into six quality areas: leadership and institutional governance, curriculum, facilities, student, staff, and quality assurance process development. The study suggests that the main challenge lies with quality assurance process development to introduce formal QAA in HEIs. Existing quality status from this study shows that quality areas of student, curriculum and facilities remain above the average level of standard, but the quality areas of leadership and institutional governance, staff and quality assurance process development are below the average conditions. The findings would assist academicians to enhance quality assurance framework at national level as well as institutional level. However, the challenges the individual higher education institution would encounter to implement the formal QAA mechanism are addressed at length.

Private universities provide education with the modern technical support while the public universities are unable to provide those opportunities due to fund constraints and other managerial factors. Private universities focus to the market oriented subjects and maintain academic schedules properly by avoiding session jams. Nonetheless, it may play a significant role to reduce unemployment rate. Besides this, private higher education sectors decrease the financial burden on the government too. Private university can also offer a better student-teacher ratio compared to a public one which may increase the participation and attendance of learners. This paper may try to analyze the cases for revelation of private universities in Bangladesh, and about their culture too. What the challenges do they face? How are they coping with their relationship to existing public universities and/or government authorities? How are they dealing with tuition? What sources of funding are they tapping into? How are they dealing with issues of quality, excellence, and accountability? We attempt to answer these questions in a descriptive form to analysis the policy regarding growth in post-secondary higher education in Bangladesh with some suggestions.

Disability-inclusive education has recently come under great international and local attention, owing to its importance to the 2030 Agenda for Sustainable Development. This education approach has been linked with academic and social benefits for all students, disabled or otherwise; and significant economic benefits for the countries. Given the importance of this topic, this CES Knowledge Note assesses the current situation with regard to disability-inclusive education in Bangladesh, and articulates its benefits, with the hope of generating public and private sector attention to this area.

Education is considered necessary for multiple purposes and in some cases, which may vary one to another dependent on situation. Nonetheless, it serves according to the objectives and to the relative importance. The objectives of education is not only about preparing students for a specific careers but also it is all about teaching students lifelong values, discipline, and the ability to explore new ideas and to think independently. Over the decades, some points always have been considered the very common purpose of the education: Preparing for citizenship, cultivating skilled workforce, teaching the cultural literacy, helping to compete in global marketplace. Among all of these objectives " creating more employment opportunities " or " preparing the skilled workforce " is one of the much-talked-about concerns in a number of developing nations. There is a general awareness among the leaders that in order to meet the challenges the educational system must be upgraded. In addition to reforming the whole curriculum and education, system with all advance logistical support is highly demanded too. However, an exploratory survey was conducted for the research to analyze the job possibilities of government owned public university and private university students in Bangladesh after obtaining their graduation. This paper will also incorporate the differences and development of the curriculum, the assistance towards the students provided by the Public and Private universities in Bangladesh, for making the contribution to the society and individual development. In this research, data was collected from a sample of 150 employees and 150 employers of randomly selected different public and private organizations, who involve in the research and administrative jobs. The respondents (employees and employers) include from neophyte to adept, were asked a set of questions to evaluate the reason of being hired in Research and Administrative jobs and the parameter of this selection process for the students from public and private universities set by the employers. Nonetheless, the study will try to present the job market scenario where mostly the students from public university are engaged in the research firms or government organizations, besides the students from private university are in the leading position in the private corporate world. Importantly, the proper mingle of these two types university's (public and private) infrastructure, curriculum and students selection process can change the view of the employers and job involvement. This study is an attempt to examine the multi-variable factors that affecting the employment opportunities for Bangladeshi graduates with specified some suggestions which may be taken into consideration in the policy level for the betterment of the education system for creating more employment and skill development opportunities in Bangladesh.

While we should remain grounded in and true to Bangla, we need English to communicate and negotiate with those who are not conversant with our mother tongue. Do we have enough people to do that? Are we happy with the vast majority of educated people knowing ‘some English’ or do we perhaps need merely 2 per cent who are competent and confident in English to represent our nation? I believe the bilingual debate and such questions of ‘acquiring proficiency’ in English are important for many countries where it is taught as a second or foreign language.

There is a general consensus that school financing has to provide the necessary resources for the schools to function properly. There is a need therefore to understand what makes school finance work.. The purpose of this paper is to provide a narrative of the school finance system and how it works in primary and secondary education in Bangladesh. It is based on secondary as well as some primary data. Secondary data include academic literature; policy and evaluation documents; and reports and publications by government, UN agencies, NGOs, and donor and international/regional development agencies. Interviews of a limited numbers of stakeholders in the primary and secondary sub-sectors were conducted. The findings suggest that the primary and secondary school sub-systems have their own unique modalities of financing and therefore have their own opportunities and challenges. While the primary education system is highly centralized and government controlled, at the secondary level financing is influenced by the interplay between the state and community. There are serious deficiencies in respect of adequacy, access and efficiency at both levels. In addition to increased funding, a more decentralized and responsive system needs to be constructed through appropriate resourcing and capacity-building.

Since 9/11, there has been a worldwide upsurge in studies on the role of religious actors in the education sector across the Muslim world. In the context of Bangladesh, a plethora of literature examined the role of state supported institutions and NGOs in providing educational provision to the students, but relatively little attention has been paid on the role of faith-based religious schools such as Qawmi education system in providing public education. However, the method applied in this current study was analytic and descriptive to deal with the secondary data. This study concludes with two core arguments. First, the Qawmi education system is playing a significant role in enhancing the capability of a large segment of the impoverished people. At the same time, the study acknowledges the potential problematic side of this education in a setting where the education, in many cases, creates segregation and friction. Second, Islamic actors are serving as bridging factor for grass root level education where the state is unable or not willing to reach.

This study analyses and explores how the current education system with its uncoordinated diverse streams is increasing discrimination and non-equality in the society, and consequently how the narrow understanding of Right to Education has resulted in partial realization of the Right,
obstructing effective participation  of the people.

2 "No matter what global problem you are dreading, whether it's the elimination of poverty, whether it's the creation of peace, whether its solving environmental energy problems, the solution- whatever it is- multiple solutions, the solutions always include education." Nicholas Negroponte Abstract: Education is considered necessary for multiple purposes and in some cases, which may vary one to another dependent on situation. Nonetheless, it serves according to the objectives and to the relative importance. The objectives of education is not only about preparing students for a specific careers but also it is all about teaching students lifelong values, discipline, and the ability to explore new ideas and to think independently. Over the decades, some points always have been considered the very common purpose of the education: Preparing for citizenship, cultivating skilled workforce, teaching the cultural literacy, helping to compete in global marketplace. Among all ...

Education is fundamental issue for development. It is an integrated part of modernization process. Modern knowledge is articulated with the idea of global education. Globalization has definitely influenced on education system in different countries. It is also a key instrument of development. To achieve the target of Millennium Development Goals (MDGs) it is obviously important that right to education should be ensured from the elementary level of every country like Bangladesh. The globalization process has greatly influenced on the educational system of Bangladesh which is largely considered as an outcome of modernization process. However, the country poses multi-structural educational system in the lower level. More specifically, the primary level of education of the country has a different character which is regarded as foundation of educational structure. As the notion of globalization has great significant in educational modernization, therefore, the main objective of this pape...

As the world is getting older, it is getting advanced through science. Various types of inventions has changed the life-style and many unknown and impossible mysteries are being solved just because of science. The importance of science is uncountable and is known to everyone. But the time where people are making spaceships, Google Glass and bringing theories day after day, the students of Bangladesh are much lagged behind and is kind of discreet from the scientific researches and amazing discoveries. The students, especially of National Curriculum are not much enthused on taking Science as major subject and make career on its basis. This scenario is very much shocking and will put a very much negative effect in the future for the reason of not keeping pace with the world. And why it is happening needs to considered so that steps can be taken to solve this problem. There are many students who were willing to take science but had to change their career line for many reasons. Therefore, research has been conducted to get the perspective of students who had to change their career line to commerce, the reason behind it and suggestions from their point of view has also been received.

কোনো সমাজের উৎপাদনব্যবস্থার সাথে তার শিক্ষাব্যবস্থা ওতপ্রোতভাবে জড়িত। তা সমাজের মেরুদণ্ড স্বরূপ। সমাজ বিকাশের সাথে সাথে সেই সমাজের শিক্ষাব্যবস্থাও বিকশিত হয়। উৎপাদনব্যবস্থা যদি গণমুখী হয়, তবে শিক্ষাব্যবস্থাও হবে গণমুখী। অপরদিকে, যদি এই উৎপাদনব্যবস্থা গণমুখী না হয়, তবে শিক্ষাব্যবস্থাও হবে তার অনুরূপ। কর্পোরেট সাম্রাজ্যবাদ-পীড়িত বাঙলাদেশের উৎপাদনব্যবস্থা নয়া-ঔপনিবেশিক হওয়ায়, প্রচলিত শিক্ষাব্যবস্থাও ক্রমেই কর্পোরেট পুঁজি ও সাম্রাজ্যবাদের কাছে নতি স্বীকার করেছে ও করছে। যার মূল উদ্দেশ্য কেবলই মুনাফা অর্জন, শিক্ষার বাণিজ্যিকীকরণ আর কর্পোরেট দাস উৎপাদন। এই ব্যবস্থা ক্রমেই মানুষকে ব্যক্তিকেন্দ্রিক করে তোলে, যা শাসকশ্রেণী এবং কর্পোরেট সাম্রাজ্যবাদের স্বার্থ সংরক্ষণ করে। এর সঙ্গে মিশেছে কর্পোরেট সংস্কৃতি ও ইতিহাস বিকৃতি। এই শিক্ষাব্যবস্থার ফলে দেশে শিক্ষিত বেকারের সংখ্যা দিন-দিন বেড়েই চলেছে। এই শিক্ষাব্যবস্থা শিক্ষার্থীদের শুধু পরীক্ষায় পাশ করতেই শেখাচ্ছে, নৈতিক গুণাবলী বৃদ্ধিতে যার ভূমিকা প্রায় শূন্যের কোঠায়। ফলে ভবিষ্যৎ প্রজন্মের মাঝে দিনদিন আত্মকেন্দ্রিকতা বৃদ্ধি পাচ্ছে, যাদের মা-মাটি-মানুষ নিয়ে ভাবনার চেতনাটুকুও অবশিষ্ট থাকে খুব সামান্যই। সাম্রাজ্যবাদী শক্তি নয়া কর্পোরেট মোড়কে গ্রাস করেছে ও করছে আমাদের সংস্কৃতিকে।

Education is considered necessary for multiple purposes and in some cases, which may vary one to another dependent on situation. Nonetheless, it serves according to the objectives and to the relative importance. The objectives of education is not only about preparing students for a specific careers but also it is all about teaching students lifelong values, discipline, and the ability to explore new ideas and to think independently. Over the decades, some points always have been considered the very common purpose of the education: Preparing for citizenship, cultivating skilled workforce, teaching the cultural literacy, helping to compete in global marketplace. Among all of these objectives " creating more employment opportunities " or " preparing the skilled workforce " is one of the much-talked-about concerns in a number of developing nations. There is a general awareness among the leaders that in order to meet the challenges the educational system must be upgraded. In addition to reforming the whole curriculum and education, system with all advance logistical support is highly demanded too. However, an exploratory survey was conducted for the research to analyze the job possibilities of government owned public university and private university students in Bangladesh after obtaining their graduation. This paper will also incorporate the differences and development of the curriculum, the assistance towards the students provided by the Public and Private universities in Bangladesh, for making the contribution to the society and individual development. In this research, data was collected from a sample of 150 employees and 150 employers of randomly selected different public and private organizations, who involve in the research and administrative jobs. The respondents (employees and employers) include from neophyte to adept, were asked a set of questions to evaluate the reason of being hired in Research and Administrative jobs and the parameter of this selection process for the students from public and private universities set by the employers. Nonetheless, the study will try to present the job market scenario where mostly the students from public university are engaged in the research firms or government organizations, besides the students from private university are in the leading position in the private corporate world. Importantly, the proper mingle of these two types university's (public and private) infrastructure, curriculum and students selection process can change the view of the employers and job involvement. This study is an attempt to examine the multi-variable factors that affecting the employment opportunities for Bangladeshi graduates with specified some suggestions which may be taken into consideration in the policy level for the betterment of the education system for creating more employment and skill development opportunities in Bangladesh.

I would like to draw your kind attention to the revised DU admission guidelines 2008-2009 of Kha and Gha units. Along with the existing three departments Bangla, English and Mass Communication and Journalism a few more departments have imposed some admission prerequisites, which go against the fundamental rights of a large section of students of the country. The revised admission guidelines 2008-2009 of Kha and Gha units have stipulated that only those students will be eligible for admission in the Departments of Bangla, English, Linguistics, International Relations, Public Administration, Women and Gender Studies, and Mass Communication and Journalism who had 200 marks in Bangla and English each at the HSC level. As students from the madrassa education system do not have 200 marks in Bangla and English each, this precondition will obviously bar them from studying these valued subjects. It is worth mentioning here that Alim students of the madrassa system study the same Bangla and English books prescribed by the NCTB that are followed by their college counterparts.

2 "No matter what global problem you are dreading, whether it's the elimination of poverty, whether it's the creation of peace, whether its solving environmental energy problems, the solution- whatever it is- multiple solutions, the solutions always include education." Nicholas Negroponte Abstract: Education is considered necessary for multiple purposes and in some cases, which may vary one to another dependent on situation. Nonetheless, it serves according to the objectives and to the relative importance. The objectives of education is not only about preparing students for a specific careers but also it is all about teaching students lifelong values, discipline, and the ability to explore new ideas and to think independently. Over the decades, some points always have been considered the very common purpose of the education: Preparing for citizenship, cultivating skilled workforce, teaching the cultural literacy, helping to compete in global marketplace. Among all of these objectives "creating more employment opportunities" or "preparing the skilled workforce" is one of the much-talked-about concerns in a number of developing nations. There is a general awareness among the leaders that in order to meet the challenges the educational system must be upgraded. In addition to reforming the whole curriculum and education, system with all advance logistical support is highly demanded too. However, an exploratory survey was conducted for the research to analyze the job possibilities of government owned public university and private university students in Bangladesh after obtaining their graduation. This paper will also incorporate the differences and development of the curriculum, the assistance towards the students provided by the Public and Private universities in Bangladesh, for making the contribution to the society and individual development. In this research, data was collected from a sample of 150 employees and 150 employers of randomly selected different public and private organizations, who involve in the research and administrative jobs. The respondents (employees and employers) include from neophyte to adept, were asked a set of questions to evaluate the reason of being hired in Research and Administrative jobs and the parameter of this selection process for the students from public and private universities set by the employers. Nonetheless, the study will try to present the job market scenario where mostly the students from public university are engaged in the research firms or government organizations, besides the students from private university are in the leading position in the private corporate world. Importantly, the proper mingle of these two types university's (public and private) infrastructure, curriculum and students selection process can change the view of the employers and job involvement. This study is an attempt to examine the multi-variable factors that affecting the employment opportunities for Bangladeshi graduates with specified some suggestions which may be taken into consideration in the policy level for the betterment of the education system for creating more employment and skill development opportunities in Bangladesh.