Education of Bangladesh

This book provides some thoughtful articles on the contemporary issues of Bangladesh education. Most of the writers are young in age and they all are working in education sector of Bangladesh. Through this book, one can know what your people are thinking on current education situation of Bangladesh.

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.

The recent decades have seen major—and in some cases unprecedented—changes in Bangladesh’s education sector, sometimes in ways distinct from other countries in the region and globally. Given its history of nearly two centuriesof British colonial rule, as well as a religion- and language-based national identity that eventually saw the country transition from being a province in the British-ruled Subcontinent to an independent country, influences of such political histories can often be felt unmistakably in the way education is understood and enacted in current day Bangladesh. In addressing some of the persistent trends of education, this book presents, as much as it critiques, educational practices across a range of sectors—from primary to higher education, from formal to the informal and the on-demand, and looks into practices in teaching and pedagogy, curriculum planning and assessment, policymaking, administration and leadership. This chapter sets the scene for the studies showcased in this volume, first by giving an overview of education in Bangladesh, and introducing the structure of its education. It then discusses the roles of the various stakeholders in education, highlighting issues and topics that have been picked up by chapter authors as the themes in the book. This chapter intends to familiarise readers with some of the basics of Bangladesh’s education today and the emerging realities in this context in recent times. In doing so, the chapter presents the most persistent interests of education researchers all of whom have had many years of teaching and research training and experience both nationally and internationally.

In rural Bangladesh, most people speak English with a regional accent which is generally not intelligible to Non-Native Bengali Speakers (NBS). Although NBS understand each other, this type of pronunciation creates problems for many Bangladeshis, like handicapping students studying abroad, professionals migrating to Anglophone countries, tourists and businessmen, government officials and diplomats, communicating with their foreign counterparts, at home and abroad. This investigation was undertaken with a view to bringing this serious problem to the attention of relevant stakeholders of English education in Bangladesh such as teachers, researchers, course planners and policy makers. One of the key aims was to find out if secondary school teachers would accept English as a Lingua Franca (ELF) and intelligible pronunciation and be prepared to learn and teach their students simplified versions of English pronunciation and spoken English, which would be not just easy to learn and teach, but also a cost-effective and engaging approach. The study leads to the conclusion that the ultimate goal should be to teach English-for-life instead of the current approach taken by teachers which is English-for-exam pedagogy.

In rural Bangladesh, most people speak English with a regional accent which is generally not intelligible to Non-Native Bengali Speakers (NBS). Although NBS understand each other, this type of pronunciation creates problems for many Bangladeshis, like handicapping students studying abroad, professionals migrating to Anglophone countries, tourists and businessmen, government officials and diplomats, communicating with their foreign counterparts, at home and abroad. This investigation was undertaken with a view to bringing this serious problem to the attention of relevant stakeholders of English education in Bangladesh such as teachers, researchers, course planners and policy makers. One of the key aims was to find out if secondary school teachers would accept English as a Lingua Franca (ELF) and intelligible pronunciation and be prepared to learn and teach their students simplified versions of English pronunciation and spoken English, which would be not just easy to learn and teach, ...

In rural Bangladesh, most people speak English with a regional accent which is generally not intelligible to Non-Native Bengali Speakers (NBS). Although NBS understand each other, this type of pronunciation creates problems for many Bangladeshis, like handicapping students studying abroad, professionals migrating to Anglophone countries, tourists and businessmen, government officials and diplomats, communicating with their foreign counterparts, at home and abroad. This investigation was undertaken with a view to bringing this serious problem to the attention of relevant stakeholders of English education in Bangladesh such as teachers, researchers, course planners and policy makers. One of the key aims was to find out if secondary school teachers would accept English as a Lingua Franca (ELF) and intelligible pronunciation and be prepared to learn and teach their students simplified versions of English pronunciation and spoken English, which would be not just easy to learn and teach, ...

This paper explores the situation of the primary and secondary-aged children who are currently out of respective school education in Bangladesh. Along with presenting the rate of out of school children considering various pockets and marginalized groups in Bangladesh, this paper also provides the reasons behind this out-of-school situation. The findings of this article are mainly based on secondary information but in the case of Plan intervention areas, primary data is used. The findings revels that though the enrolment rate in primary schools was very high, but a number of primary-aged children were out from primary education. Besides, around half of the students, who admitted in grade 1, cannot finish their full cycle of primary education. The exclusion rate for secondary-aged children in secondary education is considerably higher than the primary education. Along with the other reasons, lack of awareness of the parents and poor economic strength were two major causes for this high exclusion for both primary and secondary stages. Communication problem, sickness, disability etc. were other important reasons for out-of-schooling and, at the same time, the reasons are interrelated.

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 assu...

The recent decades have seen major—and in some cases unprecedented—changes in Bangladesh’s education sector, sometimes in ways distinct from other countries in the region and globally. Given its history of nearly two centuries of British colonial rule, as well as a religion- and language-based national identity that eventually saw the country transition from being a province in the British-ruled Subcontinent to an independent country, influences of such political histories can often be felt unmistakably in the way education is understood and enacted in current day Bangladesh. In addressing some of the persistent trends of education, this book presents, as much as it critiques, educational practices across a range of sectors—from primary to higher education, from formal to the informal and the on-demand, and looks into practices in teaching and pedagogy, curriculum planning and assessment, policymaking, administration and leadership. This chapter sets the scene for the studies showcased in this volume, first by giving an overview of education in Bangladesh, and introducing the structure of its education. It then discusses the roles of the various stakeholders in education, highlighting issues and topics that have been picked up by chapter authors as the themes in the book. This chapter is primarily intended for international readers to familiarise them with some of the basics of Bangladesh’s education today and the emerging realities in this context in recent times. In doing so, the chapter presents the most persistent interests of education researchers all of whom have had many years of teaching and research training and experience both nationally and internationally.