Master Plan For Ict in Education in Bangladesh (2012-2021) : - Progress Review Report 2019

Ministry of Education
Government of the People's Republic of Bangladesh
MASTER PLAN FOR ICT IN

EDUCATION IN BANGLADESH
(2012-2021)
—
PROGRESS REVIEW REPORT
2019
Published in 2019 by Ministry of Education, Bangladesh
Printed in Dhaka, Bangladesh
© MoE 2019
Photos: © UNESCO; Directorate of Secondary and Higher

Education; Barabakia Government Primary School,
Pekua, Cox’s Bazar; Hefez Abdur Razzak Jamia Islamia
Dakhil Madrasah, Azimpur, Dhaka; UCEP Bangladesh;
RDRS Bangladesh.
Cover Photo: © Barabakia Government Primary School,
Pekua, Cox’s Bazar
Back Cover Photo: © Directorate of Secondary and
Higher Education
Acknowledgments
The Ministry of Education acknowledges the valuable
contributions of the Progress Review Team which
conducted the Progress Review, provided guidance,
coordination and expertise throughout the Review
Process.
With support from UNESCO
DHA/2019/PRR/H/1
Government of the People's Republic of Bangladesh
MASTER PLAN FOR ICT IN

EDUCATION IN BANGLADESH
(2012-2021)
—
PROGRESS REVIEW REPORT
2019
MESSAGE
Dr. Dipu Moni, MP
Minister
Ministry of Education,
Govt. of the People's Republic of Bangladesh
Bangladesh is preparing to celebrate the Golden Jubilee of Independence in 2021. The Government
has pledged with its election manifesto "Vision 2021" to build a Digital Bangladesh by the year 2021.
In order to achieve the goals and targets of our Vision 2021, and to build a country whose citizens are
able to live prosperous and happy lives, there is no option other than transforming our society into a
knowledge society.
The Ministry of Education plays a signifi cant role in pursuing this transformation and achieving
the vision of building a Digital Bangladesh by 2021. Leveraging Information and Communication
Technologies (ICT) to achieve this transformation by enhancing the quality of education and by
making learning more relevant and more accessible through technology, the Ministry of Education
formulated the Master Plan for ICT in Education in Bangladesh (2012-2021) in 2012 with support
from UNESCO and in cooperation with concerned offi cials from the Ministry of Primary and Mass
Education, the A2I Programme and other relevant agencies. The comprehensive review of the Master
Plan for ICT in Education (2012-2021) in 2018 was an important initiative to review progress in the
implementation of the Master Plan and to make adjustments where necessary ensuring that learners
of all ages and socio-economic status are not only a part of, but are enabled to actively contribute
to Bangladesh becoming a knowledge society. The review further ensured that the Master Plan is
aligned with and contributes to the achievement of the 2030 Agenda for Sustainable Development
and the Sustainable Development Goals.
My cordial appreciation goes to all who have been working collectively and cooperatively to review
the Master Plan as well as to all who are implementing the Master Plan through their everyday work,
bringing Bangladesh closer to our dream of becoming a knowledge society by 2021 and an upper
middle-income country by 2041.
Joy Bangla, Joy Bangabandhu

May Bangladesh live forever.
Dr. Dipu Monio, MP

Minister
MESSAGE
Mohibul Hassan Chowdhoury, MP
Deputy Minister
Our Father of the Nation, Bangabandhu’s dream was to build an educated and hunger free
Bangladesh. Under the leadership of his daughter, our Prime Minister Sheikh Hasina, we are on track
to achieving the dream of our father. In pursuit of achieving the Government’s Vision 2021 “Digital
Bangladesh”, the Ministry of Education developed a comprehensive Master Plan for ICT in Education
in Bangladesh (2012-2021) in 2012.
The Master Plan for ICT in Education aims to reduce the ‘digital divide’ that leads to inequalities in the
access to and use of Information and Communication Technologies (ICTs) in the education sector, as
well as aims to leverage ICT as an enabling and cost-effective tool to enhance the quality of education
in Bangladesh.
In order to track implementation progress and to coordinate actions among different implementing
stakeholders of the Master Plan within the education sector, as well as to ensure its continuing
relevance, the Master Plan has been reviewed and progress has been measured through a
comprehensive review exercise in 2018.
I would like to express my sincere appreciation to all members of the review team who have effortlessly
contributed to the comprehensive review as well as my sincere acknowledgments to the Ministry of
Education for its strong leadership throughout the review process.
I am confi dent that the fi ndings of the review will provide important guidance for remaining three
years of implementation of the Master Plan, as well as provide valuable insights for the formulation of
the forthcoming Master Plan for ICT in Education in the very near future.
Mohibul Hassan Chowdhoury, MP

Deputy Minister
MESSAGE
Mr. Md. Sohorab Hossain
Senior Secretary
Secondary and Higher Education Division,
The Ministry of Education, with assistance from the UNESCO Offi ce in Dhaka, prepared the Master
Plan for ICT in Education in Bangladesh (2012-2021) in 2012. The Master Plan provides a roadmap for
transforming Bangladesh’s education system into a quality education system that is fully leveraging
information and communication technologies to enhance access to and quality of education in all
parts of Bangladesh in pursuit of attaining the national Vision 2021.
The Master Plan provides concrete steps to leverage ICT in the education sector in order to provide
access to quality education for all, to improve the overall quality of education, to produce an ICT skilled
teaching force, and to reduce the educational gaps between urban and rural areas through the use
of ICT in teaching. Leveraging ICT in education enhances learning possibilities by making education
more accessible, by providing updated and interactive learning materials, as well as by allowing
learners to upgrade their professional skills and improving their ability to adapt to new technologies.
The Ministry of Education has been restructured over the past years and two Divisions and as well as
one new Directorate have been formed. Following the restructuring of the Ministry, new roles and
responsibilities of the different divisions and directorates need to be refl ected in the Master Plan.
While not all concerned offi cials of relevant Government agencies are fully aware of the Master Plan,
the fi rst six years of implementation of the Master Plan have been a great success. A large number of
Government agencies are implementing different activities of the Master Plan, including in pursuit
of the goals and targets of SDG 4.
To ensure continued progress in the implementation, as well as to ensure continued relevance, it

is important to review and to assess implementation progress of the Master Plan every three years.
When developing the Master Plan, the two lead ministries generously offered to take appropriate
steps and measures to conduct the review and to make any necessary amendments or revisions
necessary to ensure its relevance. Generously the Ministry of Information and Communication
Technology offered their cooperation in the monitoring and implementation of the Master Plan.
The UNESCO Offi ce in Dhaka supported the Ministry of Education to conduct a fi rst comprehensive
review of the Master Plan in 2018. A Review Team, convened by the Additional Secretary (Admin
and Finance) of the Secondary and Higher Education Division, has reviewed progress in the
implementation of the Master Plan which are presented in this Review Report.
I would like to thank everyone involved in the review of the Master Plan and kindly seek their
continued efforts to support the preparation of the next Master Plan for ICT Education in Bangladesh
as soon as possible.
Mr. Md. Sohorab Hossain

Senior Secretary
MESSAGE
Dr. Aruna Biswas
Convener of Review Team and Additional Secretary
(Admin & Finance), Ministry of Education
In 2012, under leadership of the Minister and with assistance from UNESCO, the Ministry of Education
formulated the Master Plan for ICT in Education in Bangladesh (2012-2021). The Master Plan includes
an actionable intervention framework with objectives and activities outlined for the two main
implementing Government agencies, the Ministry of Education and the Ministry of Primary and Mass
Education.
The Master Plan stipulates in its Preamble to be reviewed every three years with measures being
taken to make necessary amendments and revisions of the Master Plan. It suggests that on the basis
of regular progress reviews, concerned ministries and departments are kept informed on progress
and can take action if progress stalls.
The comprehensive progress review conducted in 2018, provides detailed insights on implementation
progress within the different education sectors and levels. If action is taken, the ‘digital divide’ that
leads to inequalities in access to and use of information technology in educational institutions across
Bangladesh can be mitigated.
I hope that the review fi ndings presented in this report are taken into consideration to fulfi ll the
collective commitment of stakeholders to accelerate the pace of implementation and management
of the Master Plan in order to ensuring quality education in Bangladesh.
I would like to express my sincere appreciation to all members of the Review Team who have
contributed tirelessly to the comprehensive exercise of reviewing progress made and challenges
faced in implementing the Master Plan for ICT in Education (2012-2021) since its inception.
Dr. Aruna Biswas

Additional Secretary (Admin & Finance)
MESSAGE
Beatrice Kaldun
Head and Representative
UNESCO Office in Dhaka
Worldwide, Governments and development actors acknowledge the catalytic, enabling, and cost-effective role
of Information and Communications Technologies (ICTs) to advance human development in all areas of the 2030
Agenda for Sustainable Development and the Sustainable Development Goals (SDGs).
In the 21st century, ICT skills are an important skill-set that all citizens should acquire to confi dently thrive in
the globalized, knowledge-based and technology-driven world that we fi nd ourselves in. The Education 2030
Framework for Action highlights ICT as a means to strengthen education systems, to disseminate knowledge, to
provide access to information, to enhance the quality and effectiveness of learning, and to provide more effective
educational services.
Bangladesh has tremendous potential and has made great strides leveraging ICT to increase access to and
improving the quality of education throughout the country. More teachers and education planners and managers
are ICT literate than ever before. Those literate not only utilize their ICT skills and knowledge to develop the
curriculum and teaching materials, but they transfer their knowledge and skills to their peers and learners.
UNESCO, as a specialized agency of the United Nations in the fi eld of education, has expertise in working
with Member States to harness ICT in education in order to provide equitable and inclusive lifelong learning
opportunities for all. Across the globe, UNESCO assists Member States in the development and implementation
of sector-wide policies and plans to effectively promote the use of ICT in education.
Among other tools, UNESCO has developed global ICT in Education Policy Guidelines. The Guidelines provide
specifi c entry points for Member States to leverage ICT to advance national progress and to achieve the targets of
the Education 2030 Framework for Action and SDG 4.
In Bangladesh, UNESCO has been supporting the Ministry of Education for many years including in the formulation
of the Master Plan for ICT in Education in Bangladesh (2012-2021) in 2012 as well as in its fi rst comprehensive
progress review in 2018. UNESCO’s provided support is part of the Organization’s global support to Member States
in building capacity for education.
With only two years left in the implementation of the current Master Plan for ICT in Education, the conducted
progress review not only informs implementing stakeholders on progress made to date and areas that require
increased action and attention, but the review also informs forthcoming ICT in Education frameworks and plans
in Bangladesh.
I would like to express my sincerest thanks to the entire review team for conducting the review, for consulting
stakeholders at various points throughout the process, as well as for producing this comprehensive review report.
I hope that the fi ndings and recommendations presented in this report are of value to the Ministry of Education,
the Ministry of Primary and Mass Education, as well as all affi liated entities including education institutions, to
enhance the development and provision of education services that leverage ICT successfully.
Beatrice Kaldun
Head and Representative
Abbreviations and Acronyms
A2I Access to Information
BBS Bangladesh Bureau of Statistics
BCC Bangladesh Computer Council
BNFE Bureau of Non-Formal Education
CAMPE Campaign for Popular Education
CLC Community Learning Center
CMC Centre Management Committee
CSO Civil Society Organisation
DP Developing Partners
DPE Directorate of Primary Education
DSHE Directorate of Secondary and Higher Education
DTE Directorate of Technical Education
EFA Education for All
FGD Focus Group Discussion
GED General Economics Division
HEQEP Higher Education Quality Enhancement Project
IBAS Integrated Budget and Accounting System
ICT Information and Communication Technology
INFEP Integrated Non-Formal Education Programme
INGO International Non-Government Organization
KII Key Informant Interview
MEB Madrasah Education Board
MEP Mass Education Programme
MoE Ministry of Education
MoP Ministry of Planning
MoPME Ministry of Primary and Mass Education
NFE Non-Formal Education
NGO Non-Government Organization
PMO Prime Minister’s Office
PoP Point of Presence
SHED Secondary and Higher Education Division
TMED Technical and Madrasah Education Division
UDC Union Digital Center
UGC University Grants Commission
UIS UNESCO Institute for Statistics
UNESCO United Nations Educational Scientific and Cultural Organization
10
TABLE OF CONTENTS
MESSAGES........................................................................................................................................................................ 3
EXECUTIVE SUMMARY................................................................................................................................................. 12
ABOUT THE REPORT..................................................................................................................................................... 14
BACKGROUND................................................................................................................................................................. 15
CHAPTER 1: METHODOLOGY..................................................................................................................................... 16
1 1.1 Objectives of the Review....................................................................................................................................... 17
1.2 Review Approach...................................................................................................................................................... 17
1.3 Preparation................................................................................................................................................................ 17
1.4 Data Collection.......................................................................................................................................................... 19
1.5 Data Analysis and Reporting................................................................................................................................ 19
1.6 Consultation and Review of Draft Progress Review Report....................................................................... 20
1.7 Scope and Limitations of the Review................................................................................................................. 20
2 CHAPTER 2: FINDINGS.................................................................................................................................................
2.1 Key Findings...............................................................................................................................................................
20
21
2.2 Findings on Ownership, Supervision and Review of the Master Plan...................................................... 22
2.3 Findings on Vision and Objective......................................................................................................................... 23
2.4 Findings on Implementing Strategies................................................................................................................ 23
2.5 Findings on Work Plan of the Master Plan....................................................................................................... 23
2.5.1 Pre-Primary and Primary Education....................................................................................................... 25
2.5.2 Non-Formal Education................................................................................................................................ 22
2.5.3 Secondary and Higher Secondary Education........................................................................................ 32
2.5.4 Madrasah Education at Secondary & Higher Secondary Levels..................................................... 38
2.5.5 Technical & Vocational Education at Secondary & Higher Secondary Levels.............................. 41
2.5.6 Higher Education........................................................................................................................................... 44
2.5.7 Education Administration........................................................................................................................... 48
2.6 Other Relevant Findings......................................................................................................................................... 53
3 CHAPTER 3: CHALLENGES.......................................................................................................................................... 54
4 CHAPTER 4: RECOMMENDATIONS & WAY FORWARD..................................................................................... 56
ANNEXES........................................................................................................................................................................... 59
Annex 1: Current Status of Activities......................................................................................................................... 60
Annex 2: List of People Interviewed for the Review............................................................................................. 70
Annex 3: Key Informant Interview Discussion Topics........................................................................................... 71
Annex 4: Focus Group Discussion Guidelines......................................................................................................... 73
Annex 5: Resources used during Desk Review....................................................................................................... 74
11
Executive Summary
Information and Communication Technology (ICT) is one of the basic building
blocks of modern society with ICT playing an increasingly important role in the
way we communicate and the way we learn. Schools worldwide are achieving
better education results through the effective use of ICT to complement, to
support and, at times, to change the teaching and learning process.
Led by Bangladesh’s Vision 2021, commonly referred and reforms, including the Education Policy 2010, the
to as Digital Bangladesh, the Government of 7th Five Year Plan, the NFE Act 2014, the Non-Formal
Bangladesh continues to place great importance on Education Policy 2006, as well as the ICT Policy 2015.
the application of Information and Communication
Technologies (ICT) in all spheres of development. ICT UNESCO supports the Government of Bangladesh
is considered as one of the transformational forces in the advancement of ICT in Education in pursuit
that will transform the country and its people into a of Bangladesh’s Vision 2021, Bangladesh’s national
technologically-advanced knowledge society. development agenda, the international Education
2030 Agenda, as well as the Sustainable Development
Education is a key sector to the social and economic Goals. As part of its support, UNESCO provides
transformation of Bangladesh and the Government technical assistance to the MoE, which has included
continues to place great effort in modernizing and the formulation of the Master Plan for ICT in Education
revolutionizing Bangladesh’s education system (2012 – 2021) in 2012 and 2013, as well as conducting
through the use of ICT, promoting technology-based the progress review of the Master Plan in 2018.
teaching and learning as a strategic lever to achieving
Bangladesh’s Vision 2021. Leveraging ICT in different Implementing the Master Plan has required
fi elds of education, Government stakeholders and consolidated efforts from all development actors. With
educators enhance traditional teaching methods the overall goal to enhance access to and improve the
through technology-based teaching, learning tools, quality of education in Bangladesh the Government
and facilities. has implemented the Access to Information (A2I)
Programme which developed teachers’ capacities by
To provide an overarching guiding framework for the providing supplementary digital content tailored for
advancement of ICT in Education in Bangladesh, in the formal education sector.
2012-2013, the Ministry of Education (MoE) developed
and launched the Master Plan for ICT in Education in In addition, various national and international
Bangladesh (2012 – 2021). development actors have developed digital content
for vocational skills training with the aim of providing
In recent years, the Government of Bangladesh has access to quality education for all, including quality
passed major ICT and Education policies, strategies education that is relevant to the labor market.
Photo: UCEP Bangladesh
12
Due to the multitude of stakeholders and efforts Ministry of Education and with UNESCO providing
taken in pursuit of implementing the Master Plan, technical and facilitation support. The review started
it has proven to be challenging to coordinate and in August 2018 and gathered information through
to keep track of who is doing what and where. In different data collection tools that had been developed
response, the Ministry of Education has initiated the for relevant government agencies. In addition, a
review of the Master Plan in 2018. desk review of existing literature, key information
interviews with Government stakeholders, as well as
A Review Team has been established, which is formed focus group discussions with teachers and students
and convened by the Additional Secretary (Admin and were conducted.
Finance), Secondary and Higher Education Division,
Key Findings
Findings of the Review of the Master Plan for ICT in Education in
Bangladesh (2012-2021) can be summarized as following:
◆◆ Progress has been made in enhancing the trained personnel needs to be encouraged to
teaching and learning environment by using and awarded for knowledge sharing among
ICT in classrooms (one laptop and one projector colleagues.
per classroom). In addition, a limited number of
teaching institutions have been equipped with ◆◆ Government officials need be encouraged to
computer labs. However, more initiatives need to and awarded for taking initiatives that leverage
be undertaken to create ICT-enabled teaching- ICT to promote transparency, accountability and
learning environments in all different types of efficiency.
education institutions.
◆◆ A larger number of initiatives need to be
◆◆ Following the restructuring of the Ministry of undertaken to provide educational institutions
Education, roles and responsibilities need to with equal access to ICT resources (i.e. facilities
be updated and recently formed Divisions and and connectivity) in order to avoid and to
Directorates of the Ministry of Education need to minimize the digital divide between urban
be included in the Master Plan. and rural areas, as well as between secondary,
technical and Madrasah institutions.
◆◆ For the appointment of primary school teachers,
to this date, no initiatives have been taken to ◆◆ In semi-urban and rural areas, learners and
formally require an ICT degree or ICT diploma teachers still face strong limitations due to
as an additional qualification. At the secondary limited infrastructure facilities as well as face due
level, an official circular has been issued by the to inadequate Internet connectivity which limits
Ministry of Education to recognize professional the usage of ICT facilities.
degrees in ICT.
◆◆ Existing ICT facilities are at times not adequately
◆◆ To remain relevant, existing online and offline maintained.
teaching materials should be updated every three
years. Further, awareness raising campaigns ◆◆ The training and capacity development of
teachers, trainers, curriculum developers, and
shall be initiated to spread information about the
education managers on ICT in Education needs
digital portal developed as part of the Access to
to be improved as well as included in ongoing
Information (A2I) Programme as well as about
capacity building plans.
the digital content developed by the National
Curriculum and Textbook Board (NCTB).
◆◆ The monitoring and reporting capacity of
◆◆ More services need to be introduced and public education managers needs to be strengthened
to ensure accountability and transparency on
awareness-raising campaigns need to be
the use of ICT facilities in teaching and learning
conducted in order to inform the public about
environments.
existing ICT-enhanced education services.
◆◆ In order to reach every teacher and student,

◆◆ Despite efforts to raise awareness, not all
concerned Government officials are aware of the
a larger number of master trainers need to
Master Plan.
be trained on existing ICT facilities. Further,
13
About the Report
This Review Report presents findings of the first comprehensive progress review of the Master Plan for ICT in
Education in Bangladesh (2012-2021), conducted by a Review Committee with support by UNESCO in 2018.
The Review Report is divided in five chapters.
INTRODUCTION
The Introduction chapter provides an executive summary, which includes key findings
and key recommendations, as well as some contextual background on the development
and implementation of the Master Plan for ICT in Education.
1 CHAPTER 1: METHODOLOGY
Chapter 1 presents the methodology applied for the review, details specific objectives,
presents the review approach, as well as discusses scope and limitations of the review
exercise.
2 CHAPTER 2: FINDINGS
Chapter 2 presents specific findings of the review. Chapter 2 is following the structure of
the Master Plan: Following a review of the sections of the Preamble of the Master Plan
(2.1 – 2.4), the chapter presents review findings for the different levels and sectors of
education (2.5), as well as general findings (2.6).
3 CHAPTER 3: CHALLENGES
Chapter 3 presents challenges faced in the implementation of the Master Plan as
reported by consulted stakeholders.
4 CHAPTER 4: RECOMMENDATIONS & WAY FORWARD

Chapter 4 presents recommendation and the way forward for future action.
ANNEX
Documents in the Annex include an Progress Overview of Activities udner the Master
Plan for ICT in Education, a list of stakeholders that were consulted during the Review
Process, as well as guidelines which were developed for Focus Group Discussions (FGDs)
and Key Informant Interviews (KIIs), which were conducted as part of the Review.
14
Photo: Directorate of Secondary and Higher Education
Background
I
n 2009, a workshop that explored prospects of enhancing The Master Plan was developed with the aim to leverage
the capacity of ICT in education and that suggested to ICT to enhance the quality of education in connection
prepare a plan for use of ICT in education was organized with attaining the goals and targets of the Millennium
by the Ministry of Education with assistance from UNESCO. Development Goals (MDGs) and Bangladesh’s Vision 2021.
Deliberations made in the workshop underlined the need of Following the launch of the 2030 Agenda for Sustainable
coordinated use of ICT in the various fields of education. The Development and the Sustainable Development Goals
workshop recommended to prepare a national Master Plan (SDGs) in 2015, a need has emerged to align the Master Plan
for ICT in Education, following which a National Planning with the goals and targets of the SDGs, particularly SDG 4.
Committee, chaired by the Minister of Education, and tasked
to prepare the Master Plan for ICT in Education, was formed It is important to note that since the formulation of the
and approved in 2012. Master Plan, the Ministry of Education has been restructured
and two separate Divisions (Secondary and Higher Education
Accordingly, over the course of 2012 and 2013 a Master Division, Technical and Madrasah Education Division) as well
Plan for ICT in Education for the period 2012 to 2021 was as one Directorate (Directorate of Technical Education) have
formulated under the leadership of and with full ownership been formed.
by the Ministry of Education. The Ministry of Primary and
Mass Education confirmed contributions to ICT interventions UNESCO supports the Government of Bangladesh in the
related to primary and mass education, joining forces with advancement of ICT in Education in Bangladesh. To this
the Ministry of Education in implementing the Master Plan end, the UNESCO Office in Dhaka has provided technical
hand-in-hand. assistance to the Ministry of Education in the formulation of
the Master Plan in 2012 and 2013. Further, over the course
When formulating the Master Plan, it was intended that both of 2018, UNESCO supported the Ministry of Education in
Ministries jointly review implementation progress every six conducting this first comprehensive progress review of the
months and take action if required. It was intended that on Master Plan, the findings of which are presented in this
the basis of the six-monthly reviews, concerned ministries report. The Review Team was convened by the Additional
and departments become aware of progress in implementing Secretary (Admin and Finance) of the Secondary and Higher
the Master Plan – and can take action if necessary. Education Division of the Ministry of Education.
In addition, it was intended that the Master Plan is reviewed

every three years by both lead ministries with measures
taken for necessary amendments or revisions. To support
the monitoring and implementation of the Master Plan, the
Ministry of Information and Communication Technology
offered support and cooperation.
15
CHAPTER 1 1
Methodology
Chapter 1 presents the review
methodology, presents objectives
of the review, details on the review
approach, as well as discusses
scope and limitations of the
review of the Master Plan for ICT in
Education 2012-2021.
16 Photo: UCEP Bangladesh

1 Methodology
1.1 Objectives of the Review
The objectives of the progress review of the Master Plan for ICT in Education (2012-2021) are:
• To identify progress made in implementing the Master Plan during the period January 2012 to June 2018,
• To identify challenges encountered, and
• To propose recommendations for future initiatives.
1.2 Review Approach

The progress review gathered information on the These included a desk review as well as data
implementation of the Master Plan from a range collection questionnaires that were developed and
of sources. A Review Team, which was convened by disseminated among relevant government agencies.
the Additional Secretary (Admin and Finance) of Further, Key Informant Interviews with Government
the Secondary and Higher Education Division of the stakeholders (see Annex 2 for a list of interviewees),
Ministry of Education, was established as well as a Focus Group Discussions with Teachers and Students
senior consultant recruited to support the review (see Annex 4 for a list of schools consulted), as well as
process. a consultation workshop was conducted with various
relevant stakeholders. In addition, different levels of
To get the most accurate picture of progress made data mining and data analysis were conducted with
and challenges encountered in the implementation the collected information.
of the Master Plan, the Review Team opted for a
selection of data collection and review approaches.
The following approach and steps were taken in the Progress review of the Master Plan:
Preparation Data Collection

Data Analysis & Consultation &
• Establishment • Desk Review Reporting Review of Draft
   
of Review • Key Informant Final Progress
Review Report
Team Interviews • Data Mining
Review Report
• Development (KIIs) & Analysis • Stakeholder
of Data • Focus Group • Report Consultation
Collection Discussions preparation Workshop
Tools (FGDs)
1.3 Preparation
Review Team • Representative, Ministry of Primary and
The Review Team was convened by the Additional Mass Education
Secretary (Admin and Finance) of the Secondary and • Representative, University Grants Commission
Higher Education Division of the Ministry of Education • Representative, Directorate of Secondary
and was tasked to conduct the Progress Review of and Higher Education
the Master Plan. The scope of work of the Review • Representative, Directorate of Technical
Team included preparing a work plan for the progress Education
review, development of tools to review and update • Representative, Directorate of Madrasah
the existing Master Plan, providing feedback on draft Education
review report, as well as monitoring and coordinating • Representative, Directorate of Primary Education
the overall progress review process. • Representative, Bureau of Non-Formal
Education
• Representative, BANBEIS
Members of the Review Team included:
• Representative, A2I Programme,
• Deputy Secretary (Administration), Secondary Prime Minister’s Office
and Higher Education Division, Ministry of • Representative, UNESCO Dhaka Office
Education • Senior Systems Analyst, Secondary and Higher
• Representative, Technical and Madrasah Education Division, MoE
Education Division, Ministry of Education • Senior Consultant
17
Desk Review relevant implementing agencies and collected
A desk review was conducted which looked at existing implementation feedback for each activity outlined
literature and available resources relating to the in the Master Plan.
Master Plan and projects that have been implemented
2. Key Informant Interview (KII) Checklist
under specific activities of the Master Plan for ICT in
Education. Annex 5 provides an overview of literature A semi-structured interview checklist was
and other resources that have been reviewed as part of developed to guide Key Informant Interviews (KIIs)
the desk review. with different agencies including the Ministry of
Primary of Mass Education (MoPME) and officials
Data Collection Tools from the Campaign for Popular Education (CAMPE).
In order to collect quantitative and qualitative data The checklist included questions on initiatives taken
on progress made in implementing the Master Plan by different agencies to achieve targets within the
from relevant focal agencies, different data collection stipulated time-frame, challenges encountered,
tools were developed. Besides measuring quantitative and recommendation proposed.
progress, developed data collection tools collected
3. Focus Group Discussion (FGD) Guidelines
qualitative information on challenges encountered by
focal agencies as well as recommendation proposed by Focus Group Discussion (FGD) Guidelines were
stakeholders. prepared to collect qualitative data during focus
group discussions with five different education
The following data collection tools were developed: institutes. Conducted FGDs allowed the Review
Team to identify challenges encountered by
1. Structured Data Collection Questionnaire different educational institutes as well actions that
A structured data collection questionnaire was had been taken to overcome them.
developed and approved by the Review Team.
The questionnaire was disseminated among
1.4 Data Collection

Key Informant Interviews (KIIs) Focus Group Discussions (FGDs)
Key Informant Interviews (KIIs) were conducted Two sets of Focus Group Discussions (FGDs) were
with all major stakeholders that have been directly conducted: 10 FGDs with teachers and 5 FGDs with
involved in implementing the Master Plan. 12 KIIs were students. Focus Groups were selected both from
conducted with below list of agencies over the course urban and rural areas and developed FGD Guidelines
of 2018 to get in-depth and analytical information were applied to all FGDs. Conduced FGDs provided
from the different stakeholders. KIIs were conducted in-depth information about progress at the field
applying the developed semi-structured KII checklist level as well as about the overall status of expected
(see Section 1.3 Preparation). outcomes of the Master Plan, complementing the
data and feedback gathered from conducted KIIs
with relevant agencies.
Key Informant Interview (KII) Stakeholders:
• Access to Information (A2I) Programme; TEACHER Focus Group Discussions: Focus
• Bureau of Non-Formal Education (BNFE) Group Discussions with teachers were held with
• Campaign for Popular Education (CAMPE) 5 different groups of teachers of different primary,
• Directorate of Primary Education (DPE) non-formal, secondary, madrasah and technical
• Directorate of Secondary and Higher Education education institutes. FGD questions were related
(DSHE) to the availability of ICT tools (1) to enhance the
• Directorate of Technical Education (DTE) teaching-learning environment, (2) to develop
• Information and Communication Technology teachers’ professional and ICT skills, as well as (3)
Division teachers’ opinion on whether and how ICT is playing
a role in building skilled human resources as well as
• Madrasah Education Board (MEB)
whether and how ICT is playing a role in ensuring
• Ministry of Primary and Mass Education
transparency, accountability and efficiency in
(MoPME)
education management.
• Secondary and Higher Education Division
(SHED) Each focus group was asked the same questions but
• Technical and Madrasah Education Division adapted to the context of their relevant sub-sector (i.e.
(TMED) Primary Education, Non-Formal Education, General
• University Grants Commission (UGC) Education, Madrasah Education and Technical
Education).
18
STUDENT Focus Group Discussions: 5 focus group
Education Focus Group
discussions with each 10-12 students from different
Sub-Sector Discussion Location
education institutes were conducted. Each group
was asked questions regarding the use of ICT in their Pre-primary and Sholosohor Primary School,
learning environment, the availability of improved Primary Education Chittagong
learning materials, as well as the accessibility of online
Non-Formal Education SDI Dhamrai, Manikgonj
education services to them.
General Education Meghdubi Adarsha High School,
Focus Group Discussions were held at the following at Secondary Level Gazipur
locations for specific sub-sectors:
Madrasah Education Idris Hawladar Dakhil Madrasah,
at Secondary Level Shariatpur
Technical Education Dhaka Polytechnic Institute,
at Secondary Level Dhaka
1.5 Data Analysis and Reporting

In order to best analyze the large amount of The Review Team then analyzed the distilled data
information and data from the various data sources, from different data sources and prepared a draft
all collected data was entered into a database. Before Progress Review Report.
analyzing data points, entered data was cleaned up
and a series of quality control measures conducted. The data was analyzed using the following approach:
Report
Data Entry
 Data Editing
 Quality Control  Analysis
 Preparation
1.6 Consultation and Review of Draft Progress

Review Report
Following the data analysis and drafting of the During the workshop, the senior consultant presented
Draft Progress Review Report, a Consultation the findings of the progress review on behalf of the
Workshop with key stakeholders was organized by Review Team. Participating heads and deputy heads
the Secondary and Higher Education Division of the of respective government agencies discussed and
Ministry of Education in November 2018. Honorable endorsed the draft progress review findings and the
Minister of Education, Her Excellency Ms. Dipu Moni draft report.
participated as Chief Guest, as well as Her Excellency
Ms. Beatrice Kaldun, Head and Representative of the
UNESCO Office in Dhaka, as Guest of Honor.
1.7 Scope and Limitations of the Review

The scope of the review exercise was to review A number of activities had been ‘ongoing’ during
progress made in implementing the Master Plan the report writing period. While these activities are
for the period January 2012 to July 2018, to identify expected to be completed within the 2021 time-
challenges encountered in the implementation, frame, the progress review faced certain limitations
as well as to propose recommendations for future to measure and report accurate progress.
initiatives.
A second limitation of the review exercise was its
The progress review does not provide an outcome- focus at progress only the output level. It is suggested
level quantitative assessment of progress achieved to conduct an outcome level assessment and
vis-à-vis expected results of individual activities under evaluation review of the Master Plan at the end of its
the Master Plan. Rather, the review looks at progress implementation period to get a better picture of the
achieved vis-à-vis objectives and activities outlined in impact achieved, as well as to inform the forthcoming
the Master Plan. Master Plan.
19
CHAPTER 2 2
Findings
This chapter presents the fi ndings
from the progress review and is
structured according to the chapters
and sections of the Master Plan for ICT
in Education (2012-2021). Following a
summary of key fi ndings, this chapter
includes detailed fi ndings and
progress updates of each chapter and
section of the Master Plan. Each sub-
sector outlines specifi c objectives,
activities, responsibilities, a time limit,
as well as expected results.
20 Photo: Directorate of Secondary and Higher Education

2 Findings
Structure of this chapter
This chapter is structured according to the chapters and sections of the Master Plan for ICT in Education (2012-
2021). Chapters in red are aligned to the Master Plan, Chapters in green are additional relevant review findings.
• 2.1 Key Findings • 2.5.3 Secondary and Higher Secondary Education

• 2.2 Findings on Ownership, Supervision and • 2.5.4 Madrasah Education at Secondary &
Review of the Master Plan Higher Secondary Levels
• 2.3 Findings on Vision and Objectives • 2.5.5 Technical & Vocational Education at
• 2.4 Findings on Implementation Strategies Secondary & Higher Secondary Levels
• 2.5 Findings on Work Plan of the Master Plan • 2.5.6 Higher Education
• 2.5.1 Pre-Primary and Primary Education • 2.5.7 Education Administration
• 2.5.2 Non-Formal Education • 2.6 Other Relevant Findings
2.1 Key Findings

The following key findings have emerged from the Progress Review:
1. ICT enhancing the teaching-learning 5. Ensuring transparency, accountability and

environment: Progress has been made in efficiency in educational management: Officials
leveraging ICT to enhancing the teaching learning need to be encouraged and awarded for taking
environment by using multimedia technologies initiatives to use ICT for ensuring transparency,
(laptops and LCD projectors) in classrooms as well accountability and efficiency.
as by training teachers on ICT facilities. In addition,
a limited number of institutions have been 6. Creating accessibility of education services at
equipped with computer labs. More initiatives the doorsteps of common people: More services
need to be taken as well as overall coordination need to be introduced and the public’s awareness
among stakeholders has to be reinforced in order on existing ICT-based educational services needs
to reach more learners and to enhance their to be increased.
learning environment.
7. Ensuring participation of persons concerned
2. Developing professional and ICT skills of in education sector: Further initiatives need
teachers: At the primary level, no initiatives to be taken to provide educational institutions
have yet been taken to formally recognize with equal access to ICT resources (i.e. facilities
teacher degrees or diplomas in ICT training as and connectivity) in order to minimize the digital
an additional qualification for appointment as a divide between urban and rural and between
teacher in primary school. At the secondary level, secondary, technical and madrasah institutions.
an official circular recognizing a professional ICT
8. Alignment to the Sustainable Development
degree has been issued.
Goals: The Master Plan was prepared in alignment
3. Improving standards of teaching and learning with the Millennium Development Goals (MDGs).
materials: It is recommended to update teaching Following the launch of the 2030 Agenda for
materials including books every three years. Sustainable Development and the Sustainable
Awareness campaigns need to be initiated to Development Goals (SDGs), a need has emerged
widely use portals developed by the Access to to align the Master Plan with the goals and targets
Information (A2I) Programme and digital content of the SDGs, particularly SDG 4.
developed by the National Curriculum and
9. Updating of responsibilities to reflect the
Textbook Board (NCTB).
Ministry of Education’s restructuring: The
4. Building up skilled human resources as per need Ministry of Education has been restructured and
of present times: A limited number of master two separate Divisions (Secondary and Higher
trainers have been trained on schools' existing ICT Education Division, Technical and Madrasah
facilities. In order to build skilled human resources Education Division) as well as one Directorate
that are equipped with 21st century skills, more of Technical Education) have been formed.
master trainers need to be trained on schools' Responsibilities in the Master Plan have to be
existing facilities, as well as trained staff need to updated to reflect the organizational changes
be encouraged and awarded for ICT knowledge within the Ministry of Education.
and skills sharing.
21
Photo: RDRS Bangladesh
2.2 Findings on Ownership, Supervision and Review

of the Master Plan
Over the past six years, the Ministry of Education has ministry offi cials were not always able to provide an
maintained full ownership of the Master Plan. update on how much progress has been made.
Objectives and activities that had been attributed to The Master Plan further foresees that the Master Plan
the Ministry of Primary and Mass Education (MoPME) itself is reviewed every three years with measures
in the Master Plan have been implemented with full taken to make necessary amendments or revisions.
ownership by MoPME. As of 2018, the Master Plan has not been reviewed.
While the Master Plan foresees that implementing Following the split of the Ministry of Education into
Ministries review their implementation progress two Divisions in November 2016, the Secondary and
every six months and take necessary action if Higher Education Division (SHED) and the Technical
progress stalls, since 2012, no initiatives have been and Madrasah Education Division (TMED), SHED
taken to conduct the six-monthly progress reviews. inherited the oversight responsibility of the Master
MoE conducted a one-time review in 2014 using a Plan. However, no revision was proposed to assign
self-reporting mechanism. Yet, following the review, responsibilities among the newly formed Divisions.
no follow-up was taken towards implementing Until today, TMED remains without any formal
review fi ndings. Since 2014, implementation progress ownership or offi cially assigned role in implementing
has not been assessed. As a result, implementing the Master Plan.
22
2.3 Findings on Vision and Objective
The Master Plan was developed with the great The Master Plan spells out a clear vision and objectives
aspirations of leveraging ICT in Education to building for the use of ICT in Education.
a knowledgeable, fair and just society in Bangladesh.
It was expected that by leveraging ICT in Education, Since 2012, Bangladesh has made great strides
society would create equal opportunities for all towards achieving the vision and objectives of the
citizens capable to face the challenges of the 21st Master Plan. However, more needs to be done to fully
century. achieve the vision of building a fair and just society.
Vision Objectives
Building up of a knowledgeable, fair and just society Developing teaching-learning environment

and digital Bangladesh through the use of ICT
Developing professional ICT skills of teachers
that will have impact on efficiency in education,
transparency, accountability, dynamism and will Improving standards of teaching-learning materials
further ensure accessibility of common people across Building up skilled human resources as
the country to education services. This society shall per the needs of the present time
create equal opportunities for all citizens to inculcate
Ensuring of transparency, accountability and
their individual resources and help them grow up as
efficiency in educational management
creative, responsible and productive citizens capable
to face the challenges of the 21st century. Creating accessibility of education services at
the doorsteps of the common people
Ensuring participation of persons
concerned in the education sector
2.4 Findings on Implementing Strategies

The Master Plan includes seven Implementation recommended for implementing Departments to
Strategies to facilitate the implementation of the be more active in taking necessary measures to
plan. While progress has been made in some areas, implement initiatives including through budgetary
other areas require further attention. allocations.
The allocation of sufficient funds in the national Overall, in order to ensure a safe and effective use of
budget needs to be reinforced. ICT in educational institutions, special measures need
to be clearly defined and taken.
Many Project Directors are still not aware of the
Master Plan. Implementing Ministries do not always
prioritize projects and their implementation. It is
2.5 Findings on Work Plan of the Master Plan

The Master Plan identifies six specific sub-sectors results are defined for each sub-sector. The progress
to organize and implement ICT in Education review has shown that concerned officials are not
interventions. A specific vision, different objectives, always aware of the activities and expected results for
activities, responsibilities, a time limit and expected each sub-sector defined in the Master Plan.
The following chapters examine progress within each of the 7 sub-sectors:
Pre-Primary Non-Formal General Madrasah Technical and Higher

and Primary Education Education at Education at Vocational Education
Education Secondary Secondary Education at
Level Level Secondary
Level
Chapter 2.5.1 Chapter 2.5.2 Chapter 2.5.3 Chapter 2.5.4 Chapter 2.5.5 Chapter 2.5.6
Education Administration - Chapter 2.5.7
23
Pre-Primary
and Primary
Education
Chapter 2.5.1
24 Photo: Barabakia Government Primary School, Pekua, Cox’s Bazar

2.5.1 Review Findings of Pre-Primary and
Primary Education Levels
100
Sheikh Russel Digital
ICT Labs have been
established in 100 primary
66
education institutions
330
through the ICT
Department.
Ultra-modern ICT labs have

been established in 66 Primary Master Trainers been
Teachers Training Institutes trained to coordinate ICT
which enhanced the basic ICT training of trainers in Pre-
skills of teachers and have allowed primary & Primary classes as
teachers to become better-skilled well as to provide training on
in ICT including through the use of ICT to develop
class materials for
Pre-Primary
training from Primary
Teachers Training teaching-learning.
Institutes. and Primary
Education
20,000 50,416
Sets of class-wise and subject- Schools have been equipped
based interactive multimedia with multi-media classroom
learning materials (including facilities including one
self-learning, subsidiary materials) laptop, one multi-media/
have been developed for 21 LCD projector, and
subjects by teachers, experts Internet connection.
in materials development
and specialists in
education.
Note: Implementation progress is visualized using colors of a traffic light, rating implementation progress in
the following way:
1) green for implementation is on track vis-à-vis the Master Plan,
2) orange/amber for implementation is slightly off track but likely to meet target as per Master Plan, and
3) red for implementation is off target and unlikely to meet targets of the Master Plan.
25
Objective 1: Provision of ICT in education, appropriate to the needs of time, for the learners at primary level
Activity Progress
1.1 ICT has Photo

been included in the Pre-Primary
2: Participants level for
of the Workshop curriculum whichReview
Sharing Draft has allowed learners
Report. to get SHED
Photograph:
an understanding about ICT at Pre-Primary level.
1.2 ICT has been included in Primary level curriculum and has allowed teachers & learners of
primary schools to acquire knowledge about ICT.
1.3 Books on ICT have been developed and updated and have thus allowed learners to acquire
modern ICT skills. However, the updating does not take place every three years.
1.4 Books on ICT (in easy Bangla language) to allow teachers & learners to acquire knowledge
about ICT were not supplied to all school libraries. Among the reasons is that many schools
do not have proper libraries from which students can easily access books on ICT to enhance
their knowledge.
1.5 No initiatives have been taken to formally recognize degrees and diplomas in ICT training as
an additional qualifi cation for appointment as a teacher at primary school level. Yet, many
teachers are motivated to acquire ICT skills (i.e. using laptop and multimedia projector) due
to peer pressure from other teachers.
Objective 2: Developing the professional skills of teachers through ICT
Activity Progress
2.1 Inclusion of basic ICT materials (such as preparing digital content with basic computer,
multi-media, Internet, presentation software) in the curriculum of teachers' training has
improved ICT skills of teachers at primary schools. Teachers are also enabled to use ICT
materials in classrooms.
2.2 330 Master Trainers been trained to coordinate ICT training of trainers in Pre-primary &
Primary classes as well as to provide training on the use of ICT to develop class materials for
teaching-learning. Skilled manpower has been created to train primary school teachers to
use ICT in teaching.
2.3 Quality in-service training has been provided for all teachers of primary schools and helped
them to acquire basic skills in ICT. The use of ICT in teaching-learning the development of
learning materials using ICT has enabled teaching-learning activities in classrooms to be
more effective.
2.4 Distance learning Programmes, broadcast through radio, television & Internet to facilitate
learning and to develop professional skills of primary school teachers, have not yet been
introduced. Teachers have not received professional skill development opportunities
through distance learning tools. As a result, teachers have not been able to become better
skilled in conducting ICT activities in the classroom due to distance learning.
2.5 Online teacher training course content and modules have not yet been made easily available.
It is recommended to developed materials for an online teachers' training immediately.
2.6 The organization of examinations of online courses in teacher training, as well as the
recognition and delivery of certifi cates, has not yet been implemented. As a result, standards
of online training cannot be maintained.
2.7 The provision of interest-free loans with easy terms, as well as grants for teachers to help
purchase computers, laptops, and other ICT materials has yet been introduced. Interviewed
stakeholders expressed that this is one of the key reasons that teachers do not feel motivated
to use ICT.
26
Objective 3: Development of teacher-training materials with the use of ICT
Activity Progress
3.1 20,000 sets of class-wise and subject-based interactive multimedia learning materials
(including self-learning, subsidiary materials) have been developed for 21 subjects by
teachers, experts in materials development and specialists in education. As a result, some
quality teaching-learning materials are now available in multimedia format.
3.2 However, not all teachers and students are aware of the materials. If the multimedia learning
materials are frequently used in the classroom, teaching methods would improve, become
more modern, as well as more effective.
3.3 The preparation and distribution of subject-based audio and video materials for model
class programmes jointly prepared by teachers and experts in materials development and
specialists in education has yet been initiated. As of June 2018, quality teaching-learning
materials are not yet available in audio-video format.
3.4 The formal recognition and awarding of prizes for developing ICT-based quality teaching-
learning materials has not yet been introduced. It is recommended to introduce formal
recognition and prices to encourage teachers, interested stakeholders, and organizations to
develop teaching-learning materials.
Objective 4: Creating learner-friendly environments through infrastructural development of ICT
Activity Progress
4.1 Ultra-modern ICT labs have been established in 66 Primary Teachers Training Institutes
which enhanced basic ICT skills of teachers and gas allowed teachers to become better-
skilled in ICT including through training from Primary Teachers Training Institutes. More
labs should be established in 11 Primary Teachers Training Institutes in the near future.
4.2 Installation of faster Internet connection at each PTI has been completed. As a result,
teachers are able to collect information through Internet at PTIs.
4.3 ICT libraries, equipped with national and international books, journals and periodicals on
ICT, have yet been established. As a result, learning materials required for professional skills
development are not yet easily available for teachers.
4.4 50,416 schools have been equipped with multi-media classroom facilities including one
laptop, one multi-media/LCD projector, and Internet connection. However, many schools
still do not have substitute power sources for the frequent power cuts, which impedes the
use of the ICT equipment.
4.5 Not all classrooms of all educational institutions have been turned into ICT-enabled multi-
media classrooms. However, progress through the Fourth Primary Education Development
Programme is underway.
4.6 Sheikh Russel Digital ICT Labs have been established in 100 primary education institutions
through the ICT Department. The ICT Labs are equipped with an adequate number of
computer/laptops and have an Internet connection for the use of ICT in education. However,
thousands of learners are still not able to acquire subject-based knowledge through
practical lessons.
4.8 The ICT Policy by MoICT has been approved. However, the formulation of policies/planning
for supply, use, and maintenance of ICT materials and the involvement of Management
Committees and communities has yet been completed. Once each institution will have a
policy, maintenance for ICT materials in the schools will become easier.
27
Non-Formal
Education
Chapter 2.5.2
28 Photo: RDRS Bangladesh

2.5.2 Review Findings in the field of Non-Formal
Education
Objective 1: Building up skilled manpower through the use of ICT in Non-Formal Education
Activity Progress
1.1 The inclusion of ICT in the Non-Formal Education (NFE) curriculum and development of
ICT-based materials with special reference to continuing & skill development education to
create opportunities of the learners to acquire required skills as per their needs has yet
been completed. As a result, large segments of the population are not able to contribute to
economic activities due to their limited exposure to ICT through NFE.
1.2 The coordination of ICT in skill development courses, which enable learners to acquire
profi ciency in ICT along with other subjects, has not yet been completed. As a result, learners
face challenges to become skilled in ICT due to the lack of opportunities to acquire skills.
1.3 The development of an independent trade course on ICT has yet commenced.
Objective 2: Creating access of common people to Non-Formal Education through the use of ICT
Activity Progress
2.1 The fi rst phase, namely the establishment of one permanent NFE Learning Centre for each
Union (equipped with ICT facilities such as TV, radio, Internet connection, computer/laptop,
and multi-media/LCD projector) in collaboration with UISC, has not yet been completed.
As a result, NFE teachers face diffi culties in making lessons more interactive and students
acquiring knowledge with the help of ICT equipment at the Union level.
2.2 The second phase, namely the establishment of one permanent NFE Learning Centre in
each village (equipped with ICT facilities such as TV, radio, Internet connection, computer/
laptop, and multi-media/LCD projector) in collaboration with UISC, has not yet been
completed. As a result, NFE teachers face diffi culties in making lessons more interactive
and students acquiring knowledge with the help of ICT equipment at village level.
2.3 The broadcasting of attractive programs on adult education and other NFE areas on radio
and TV has not yet been initiated. As a result, adults are not able to learn from popular and
accessible broadcasting media such as radio and TV. If effectively used, the broadcasting of
educational programs on radio and TV could play an effective role in adult education and
NFE, and advance the development of a skilled labor force in Bangladesh.
2.4 The broadcasting of interactive programs on adult education on radio and TV has not yet
been initiated. As a result, NFE students are currently not exposed to specially designed
interactive programmes on radio and TV.
2.5 Due to insuffi cient resources, monitoring activities of interactive programs at regular
intervals have yet been implemented.
the following way:
29
Activity Progress
2.6 The orientation and motivation of prospective makers of quality radio and TV programs
on adult and Non-Formal Education has yet been completed. A number of stakeholders
feel encouraged to produce programs on adult and Non-Formal Education, but without
orientation and training on the needs of NFE students and learning requirements, the
quality of productions continues to be inadequate for NFE students.
2.7 Early Childhood Development Programs (ECDP) that leverage multi-media materials and
are prepared especially for the poor, slow, disadvantaged children and those living in distant
areas (preparing children for enrollment in school) have yet been completed.
Objective 3: Improvement of Non-Formal Education with the use of ICT
Activity Progress
3.1 The joint development of subject-based interactive multi-media learning materials

(including self-learning and subsidiary materials) by teachers and experts in learning
material development and specialists in education have yet been completed. As a result,
quality ICT-based learning materials are not yet available to Non-Formal Education learners.
3.2 Trainings for teachers and assistants of NFE through the use of ICT has been conducted at
very limited scale. As a result, teachers and assistants of NFE still do not have easy access to
ICT materials and hence limit their use in teaching NFE students. The inadequate training
and very limited access to ICT materials in NFE education creates barriers to sustainable
educational development in the NFE sector.
3.3 Formal recognition and awarding of prizes for developing ICT-based quality teaching-
learning materials for NFE has yet been introduced. In the future, organizations and
individuals who develop ICT-based quality teaching-learning materials shall be recognized
in order to encourage them to make more ICT-based learning materials.
3.4 NFE text-books & subsidiary digital content have yet been incorporated in the national
education portal. As a result, NFE text-books & subsidiary digital content are not available
country-wide and can’t be accessed by NFE students from home.
30
General
Education at
Secondary
and Higher
Secondary
Level
Chapter 2.5.3

31
2.5.3 Review Findings at Secondary and
Higher Secondary Education Level
Table and Graphic: Multimedia Classroom and Computer Lab Information as of 2018
(Source: Bangladesh Education Statistics, BANBEIS, 2018):
Type of Institute Total No of No of Computer No of No of

Institutes Labs Classrooms Multimedia
Classrooms
Secondary School-Public 404 462 5769 1114

Secondary School-Private 15754 6106 140419 12768
Higher Secondary-Public 32 49 905 150
Higher Secondary-Private 1219 1047 24683 3001
32
Objective 1: Educating the learners at secondary & higher secondary levels in modern and appropriate ICT
education
Photo 2: Participants of the Workshop for Sharing Draft Review Report. Photograph: SHED
Activity Progress
1.1 Text books and the curriculum of secondary and higher secondary levels have been
developed and adjusted to the updated needs of learners. As a result, students are able
to acquire modern and appropriate ICT skills. However, due to limited hardware resources,
students remain having limited practical ICT knowledge (i.e. programming, networking).
Moving forward, it is suggested to review text books and the curriculum ever 3 years to
ensure that appropriate ICT skills are taught to learners.
1.2 Text books (both in Bangla and English) have been supplied to each educational institution
and have allowed teachers and learners to acquire knowledge about ICT. However, many
schools outside of metropolitan areas do not have proper libraries which makes it at times
diffi cult to learners to access text books outside the class room.
1.3 The appointment of teachers with ICT background have ensured the supply of skilled
teachers in ICT at secondary and higher secondary level. As a result, teachers’ appointment
throughout the country have enabled students to share and gain ICT knowledge.
Objective 2: Development of professional skills of teachers through ICT
Activity Progress
2.1 The inclusion of basic elements of ICT (such as computer, multi-media, Internet, presentation
software, and developing digital content) in the teacher training curriculum has enhanced
the development of ICT skills of teachers. As a result, teachers are better trained to use ICT
in classrooms.
2.2 ICT teaching-learning in classrooms at secondary & higher secondary levels have been
coordinated and carried out. More than 1000 master trainers, which are training teachers
in developing subject-based teaching-learning materials for different classes, have been
trained. As a result, a large amount of skilled manpower has been created to conduct
teacher training for the delivery of ICT-based lessons.
2.3 Until 2018, more than 183,750 teachers have received ICT training. The use of ICT in teaching-
learning curriculum & provision of quality pre-service and in-service training in developing
learning materials with ICT is ongoing. It is suggested to continue the teaching-learning
programme to reach all approx. 300,000 secondary-level teachers and to ensure the
effective use of ICT in classrooms
2.4 Courses on distance education to develop teachers’ professional skills and to help conduct
programs on e-learning through radio, TV and Internet have been developed. Web portals
such as www.teachers.gov.bd and www.muktopaath.com have enabled teachers to have
better opportunities to develop professional skills. Since 2012, teachers have become better
skilled to manage classrooms with online materials.
2.5 A formal recognition and certifi cation of online courses on teachers' training has yet
been introduced. However, the ‘Best teacher award’ encourages teachers to develop their
professional skills.
2.6 The development of online course content/modules for teacher training is ongoing. More
than 328,000 teachers are a member of the teacher online portal and more than 143,000
digital content elements have been developed. Moving forward, it is suggested to increase
the number of initiatives to allow for an easier development and access of teaching materials
for teachers online training.
the following way:
33
Activity Progress
2.7 Online examinations and awards have yet been introduced. It is recommended to introduce
recognition and online certifi cations of exams to maintain the standards of teacher online
training as well as to help develop teachers' professional skills.
purchase computers, laptops, and other ICT materials has yet been introduced. Interviewed
stakeholder expressed that this is one of the key reasons that teachers do not feel motivated
to use ICT.
Objective 3: Developing teaching-learning materials through ICT
Activity Progress
3.1 Teachers, specialists in education material development and specialists in education

development are jointly developing class-based and subject-based multi-media learning
materials (including self-learning & subsidiary materials). To ensure the future availability of
quality teaching-learning materials, to make learning easier for students, and to introduce
modern and effective teaching methods, it is suggested to continue the joint effort.
3.2 Various teachers, experts in teaching-learning materials, and specialists in education are
individually preparing videos of subject-based models for classroom use. Moving forward,
a coordinated approach should be taken to ensure that all students benefi t from quality
teaching-learning materials.
3.3 Formal recognition and awarding of prizes for developing ICT-based quality teaching-
learning materials has yet been introduced. Moving forward, organizations and individuals
who develop ICT-based quality teaching-learning materials shall be recognized in order to
encourage them as well as others to make more ICT-based learning materials. Teachers
shall be recognized and encouraged to upload their content to the teachers portal.
3.4 Subsidiary education materials that meet the needs of slow and disadvantaged learners
have not yet been developed.
3.5 Subsidiary education materials for physically & mentally challenged learners (such as text to
speech, screen reader etc.) are currently being developed with assistance from the Access
to Information (A2I) Programme. Already released education materials have made learning
for disabled students especially for the blind easier.
3.6 Not all textbooks and subsidiary digital content have yet been digitized and included in
the national education portal. It is strongly recommended to digitize all textbooks and
subsidiary content to enable teachers, learners, and educational institutions to access
teaching-learning materials easily.
34
Objective 4: Creating an education-friendly environment through infrastructural development of ICT
Activity Progress
4.1 The establishment of ultra-modern ICT labs in Teachers Training Institutes (TTC) that develop
teachers’ basic ICT skills is ongoing. So far, at least one computer lab has been established
in each TTC and as a result, teachers are better trained in ICT. The Bangladesh Bureau of
Educational Information and Statistics (BANBEIS) has established Upazila ICT Training
and Resource Centres for Education (UITRCE) in 125 Upazilas. UITRCEs in an additional 160
Upazilas are underway.
4.2 A high-speed Internet connection has been installed in 14 Teachers Training Institutes (TTC)
and in 5 Higher Secondary Teachers Training Institutes (HSTTI). As a result, teachers are
better equipped with access to information through high-speed Internet.
4.3 Teachers Training Institutes (TTC) have yet been equipped with ICT libraries holding national
and international publications, periodicals and journals. ICT libraries are an important
milestone to ensure that necessary learning materials required for the professional
development of teachers are available.
4.4 Electronic libraries with intercom facilities and connectivity to the global research network
have yet been established in Teachers Training Institutes (TTC). As a result, teachers’ exposure
to global teaching methods and educational research remains limited.
4.5 TTCs have yet been equipped with ICT facilities that allow training programs to be conducted
via video conferencing, despite all 14 TTCs and 5 HSTTIs having uniform standards of teachers
training at their premises and all the TTCs and HSTTIs could connect to each other through
video conferencing.
4.6 32,667 educational institutions have been equipped with at least one multi-media classroom
with one laptop, one multi-media/LCD projector, and Internet connection for the use of ICT
in education. ICT facilities have improved teaching-learning methods through the use of
ICT. Moving forward, substitute power sources need to be arranged to allow for a proper
utilization of equipped multimedia classrooms during power cuts.
4.7 Not all classrooms have been transformed into multi-media classrooms that allow the use
of ICT and provide learners with better and wider access to the use of ICT. However, fi rst
initiatives have been taken in each institution to transform classrooms into multi-media
classrooms.
4.8 At the Upazila level, 1,083 ICT labs, each with an adequate number of computer/laptop &
Internet connection for the use of ICT in education, have been established in Upazila level
institutions. Learners are now better equipped to gain subject-based knowledge through
practical lessons.
4.9 At the rural level, education institutions have yet been equipped with ICT labs due to
resource limitations. If rural education institutions are not equipped with ICT labs in the
near future, the digital divide will further grow.
35
Activity Progress
4.10 Not all educational institutions have been included in the Bangladesh Research and
Education Network (BdREN) yet. As a result, certain teachers and learners are not able to
easily and safely exchange relevant information and education materials.
4.11 While a policy on the use of computers at ICT labs has been formulated, no policies have
been formulated that specify the planning of ICT supply, the use and maintenance of ICT
materials, and that involve management committees and communities. Relevant policies
shall be formulated as soon as possible to regulate the supply of ICT equipment for schools.
4.12 Educational programs on Sangsad TV are not regularly telecast. As a result, access to
knowledge through TV programs has not become easier for teachers and students.
4.13 No quality Education programmes to be screened on TV have been prepared. As a result,

teachers and learners are unable to learn from TV programs. It was pointed out that online
programs are available for teachers and learners who have access to the Internet.
4.14 New TV channels with assistance from the government for telecasting educational
programs have not yet started. Existing TV channels can be utilized for telecasting
educational programs.
4.15 A national educational portal to host and exchange all teaching-learning materials has yet
been created. However, the Teachers Portal (www.teachers.gov.bd) is hosting teaching-
learning materials and makes them easily accessible. The Teachers Portal also makes
the exchange of knowledge-based learning easier and has enabled teachers to share
multimedia resources. Thanks to the Teachers Portal, teachers and learners are now able to
download and print learning materials at limited scale.
4.16 Books on ICT (both in Bangla & English) are supplied to all educational institutions. However,
many institutions in rural areas do not have adequate library space and hence students and
teachers often cannot access books on ICT. As a result, the digital divide between urban and
rural areas is increasing.
4.17 The planned Bangladesh ICT in Education Research Centre (BIERC) under MoE has not
been established yet. Establishing the BIERC would make it easier to conduct research on
activities in ICT in education, as well as to monitor and evaluate ICT in education activities,
thus increasing the effective use of ICT in education.
36
Madrasah
Education at
Secondary
Level
Chapter 2.5.4
Photo: Hefez Abdur Razzak Jamia Islamia Dakhil Madrasah, Azimpur, Dhaka
37
2.5.4 Review Findings of Madrasah Education
at Secondary & Higher Secondary Levels
Objective 1: Educating all learners of Madrasah at all levels with ICT in education that meets the needs of
times
Activity Progress
1.1 The curriculum, course content, and textbooks for Madrasah education relating to ICT in
education have not been updated every three years. As a result, learners are limited in
becoming skilled in modern and appropriate ICT skills.
1.2 The recruitment of ICT graduates or ICT diploma-holders as teachers has not been ensured
for Madrasah education. As a result, not all teachers are skilled in ICT and classroom teaching
in ICT is not very effective.
Objective 2: Developing of professional skills of teachers with the use of ICT
Activity Progress
2.1 ICT materials have been included in the teachers' training curriculum for Madrasah teachers
and have enhanced teachers’ skills (including skills to develop digital content with basic
computer, multimedia, Internet, presentation software etc.). Still, there is scope for further
enhancement of teachers’ ICT skills.
2.2 More than 400 master trainers have been trained. Master trainers coordinate teaching-
learning activities in ICT within their classroom as well as train other teachers in developing
class-based teaching-learning materials. Unfortunately, many Madrasah teachers are not
eager to become skilled in ICT-based education through teachers' training.
2.3 Quality pre-service and in-service training has been introduced for all Madrasah teachers in
order to help them acquire primary skills in ICT and to enable them to apply ICT in teaching-
learning activities as well as develop relevant training materials. Pre- and in-service training
is available at TTCs, HSTTIs, NAEMs, and BMTTIs.
2.4 Distance Learning Courses to train Madrasah teachers in the use of ICT have yet been
introduced. As a result, Madrasah teachers are currently not able to receive training through
distance learning.
2.5 The provision of interest-free loans with easy terms, as well as grants for Madrasah teachers
to help purchase computers, laptops, and other ICT materials has yet been introduced. Many
Madrasah teachers are not fi nancially solvent as well as do not feel motivated to use ICT.
Objective 3: Developing teaching-learning materials with the use of ICT
Activity Progress
3.1 Teachers, specialists in education material development, and specialists in education

development have yet jointly developed class-based and subject-based multi-media
learning materials (including self-learning & subsidiary materials). As a result, quality
teaching-learning materials are not yet available digitally.
3.2 Videos on subject-based model class activities have yet been prepared or distributed by
teachers, education material development experts, or education specialists.
the following way:
38
Activity Progress
3.3 The Madrasah education board has yet introduced any form of recognition or awarding
of prizes for developed ICT-based quality teaching-learning materials. Moving forward,
organizations and individuals who develop ICT-based quality teaching-learning materials
shall be recognized in order to encourage them to make more ICT-based learning materials.
Teachers shall be recognized and encouraged to upload their content to the teacher portal.
have yet been developed. As a result, slow and disadvantaged learners are unable to learn
by using substitute education materials.
3.5 Subsidiary education materials for physically & mentally challenged learners (such as text
to speech, screen reader etc.) have yet been developed. As a result, disabled learners are
unable to learn through the use of substitute materials.
3.6 Self-learning subsidiary materials that leverage ICT for learners have yet been developed.
As a result, learners are not motivated to self-learn and they remain dependent on their
teachers.
3.7 Not all textbooks and subsidiary digital content has been included in the national education
portal. As a result, teachers, learners, and educational institutions are not able to easily
access and collect teaching-learning materials.
Objective 4: Creation of education-friendly environment with the infrastructural development of ICT
Activity Progress
4.1 One ICT lab at the Bangladesh Madrasah Teachers Training Institute (BMTTI) has been
established. While the ICT lab has allowed teachers to become skilled in ICT, students are
not becoming skilled yet as Madrasah are yet equipped with ICT equipment.
4.2 The establishment of ICT labs at all Madrasah with at least 20 computers/laptops is underway.
In the very near future, once the Madrasah has been equipped with ICT equipment, teachers
and students will become skilled in the use of ICT. The growing digital divide between rural
and urban areas needs to be addressed.
4.3 The establishment of one multi-media classroom with one laptop, one multi-media projector/
LCD screen, and Internet connectivity per Madrasah is underway. The arrangement of a
substitute power source during power cuts requires to be addressed to make ICT-enabled
teaching-learning fruitful and effective.
4.4 Due to resource limitations, the transformation of all Madrasah classrooms into multi-
media classrooms remains a challenge. Initiatives have been taken to transform at least one
classroom in every Madrasah into a multimedia classroom.
4.5 No policies have been formulated yet that specify the planning of ICT supply, the use and
maintenance of ICT materials, and that involve communities. Relevant policies shall be
formulated as soon as possible to regulate the supply of ICT equipment for Madrasahs.
39
Technical and
Vocational
Education at
Secondary
Level
Chapter 2.5.5
40 Photo: UCEP Bangladesh

2.5.5 Review Findings of Technical and
Vocational Education at Secondary Level
Table and Graphic: Overview of ICT Facilities of Technical and Vocational Education at Secondary Level
(Source: Bangladesh Education Statistics, BANBEIS, 2018):
Management Total No of No of No of No of No of
Institutes Classrooms Multimedia Computer Labs Institutions
Classrooms without
electricity
Public 215 2455 806 418 0

Private 1760 10560 889 1856 46
Objective 1: Providing assistance to the learners of technical & vocational education to become skilled in
modern ICT education that is appropriate to the needs of times
Activity Progress
1.1 With the goal to develop ICT skills that are appropriate to the needs of modern times,
the curriculum, books, and course content of technical & vocational education have
been updated with an eye to the global market. Updated content has enabled students
to become skilled in modern and appropriate knowledge of ICT. It is recommended to
continue updating content ever three to fi ve years.
Objective 2: Developing professional skills of teachers with the use of ICT
Activity Progress
2.1 ICT materials have been included in the teachers' training curriculum and have enhanced
teachers’ skills (including skills to develop digital content with basic computer, multimedia,
Internet, presentation software).
2.2 More than 100 master trainers have been trained for technical and vocational education.
Master trainers coordinate teaching-learning activities in ICT within their classroom as well
as train other teachers in developing class-based teaching-learning materials. The training
of master trainers has resulted in the creation of skilled manpower in the area of teacher
training with focus on ICT.
the following way:
41
Activity Progress
2.3 Quality pre-service and in-service training has been introduced for all teachers to help
them acquire primary skills in ICT and to enable them to apply ICT in teaching-learning
activities as well as develop relevant training materials. Teachers are more skilled to use ICT
in classroom activities
purchase computers, laptops, and other ICT materials has yet been introduced.
Objective 3: Development of teaching-learning materials with the use of ICT
Activity Progress
3.1 Teachers and specialists in education material development are developing class-based
and subject-based multi-media learning materials (including self-learning & subsidiary
materials). Quality teaching-learning materials are available.
3.2 Videos on subject-based model class activities have yet been developed by teachers and
experts on learning materials. As a result, quality teaching-learning video materials are not
yet readily available.
3.3 Formal recognition and awarding of prizes for the development of ICT-based quality
teaching-learning materials has yet been introduced. Teachers and education institutions
are not incentivized to develop teaching-learning materials.
have not yet been developed.
3.5 Subsidiary education materials for physically & mentally challenged learners (such as text
to speech, screen reader etc.) have yet been prepared. Disabled learners face diffi culties
learning.
3.6 Not all textbooks and subsidiary digital content have yet been digitized and included in
the national education portal. It is strongly recommended to digitize all textbooks and
subsidiary content to enable teachers, learners, and educational institutions to access
teaching-learning materials easily.
Objective 4: Creation of education-friendly environment with the infrastructural development of ICT
Activity Progress
4.1 ICT labs have been establishment in each technical school and college (TSC). As a result,
teachers and students are becoming skilled in the use of ICT.
4.2 ICT labs have been establishment in each Vocational Teachers Training Institute (VTTI). As a
result, through the use of ICT, teacher training has become more effective and teachers are
becoming skilled in the use of ICT.
4.3 ICT labs have been established in each Technical Teachers Training College (TTC). As a
result, through the use of ICT, teacher training has become more effective and teachers are
becoming skilled in the use of ICT.
4.4 ICT labs have been established in each Engineering College. As a result, students have
become more skilled in the use of ICT.
4.5 ICT labs have been established in each Polytechnic Institute. As a result, students have
become more skilled in the use of ICT. Presence of male students in ICT labs at polytechnic
institutes is proportionately higher than female students.
42
Activity Progress
4.6 Due to limited resources not all classrooms and labs have been equipped with multi-media
facilities (such as laptops, multimedia/LCD projectors, and Internet connectivity). Once
equipped, teaching-learning in the classroom will become more effective.
4.7 Due to limited resources not all classrooms and labs of each Vocational Teachers Training
Institute (VTTI) have been equipped with multi-media facilities (such as laptops, multimedia/
LCD projectors, and Internet connectivity). However, ICT is being used for teacher training
using existing multimedia facilities.
4.8 Due to limited resources not all classrooms and labs of each Teachers Training Institute
(TTI) have been equipped with multi-media facilities (such as laptops, multimedia/LCD
projectors, and Internet connectivity). However, ICT is being used for teacher training using
existing multimedia facilities.
4.9 Due to limited resources not all classrooms and labs of each Engineering College have
been equipped with multi-media facilities (such as laptops, multimedia/LCD projectors,
and Internet connectivity). Once equipped, teaching-learning in the classroom will become
more effective.
4.10 Due to limited resources not all classrooms and labs of each Polytechnic Institute have
been equipped with multi-media facilities (such as laptop, multimedia/LCD projector, and
Internet connection). Once equipped, teaching-learning in the classroom will become more
effective and teachers and students will have greater opportunities to use ICT.
4.11 Online catalogues for libraries of each institution of vocational & technical education
have yet been developed. Currently, there is no platform or facility for online services like
searching, and requisition. Introducing online catalogues in libraries would enable library
management to become more effi cient and allow for an easier use of the library by the
teachers and students.
4.12 The majority of collection of books and journals at libraries of Technical & Vocational
education institutions have yet been digitized. Digitizing and introducing digital formats
will enable an easier use of libraries by teachers and students.
4.13 Not all new items are published in digital format, nor included or preserved in digital
libraries. Introducing digital publishing will enable library management to become more
effi cient and teachers and students could make more use of online libraries.
4.14 An online placement cell for graduates of the Bangladesh Technical Education Board that
would assist graduates and provide them with necessary services, has yet been created.
An online placement cell would allow learners to fi nd early placements as well as help
employers to fi nd skilled human resources.
4.15 No initiatives have been taken to assess the demand of technical human resources required
for national and international industrial houses. A Management Information System (MIS)
has yet been created. It is recommended to conduct curriculum and education planning
following a needs assessment.
4.16 An Education Management Information System (EMIS) that successfully gathers, manages,
and exchanges information on technical and vocational education internally has been
developed. It was recommended to make EMIS public to ensure that information relating to
the planning of education is provided and that the public has access to information about
technical and vocational education.
43
Higher
Education
Chapter 2.5.6
44 Photo: Directorate of Secondary and Higher Education

2.5.6 Review Findings of Higher Education
Table: Number of Computer Labs per Type of Education Institution (Source: Bangladesh Education Statistics,
BANBEIS, 2018):
Type of Institute No. of Institutes No. of Computer Labs
Secondary School Public 404 462

Secondary School Private 15754 6106
Higher Secondary Public 32 49
Higher Secondary Private 1219 1047
Madrasah Public 3 2
Madrasah Private 9256 1630
College Public 601 627
College Private 2609 1977
Technical Institute Public 215 418
Technical Institute Private 1760 1856
Objective 1: Use of ICT for the development and creation of opportunities in the institutions of higher
education
Activity Progress
1.1 Current status of provision of ICT opportunities at institutions of higher education:

a. Almost all institutions of higher education have multimedia facilities in one or more of
their classrooms.
b. Through the support of the Higher Education Quality Enhancement Project (HEQEP)
project, several public universities have computer facilities with high-speed Internet
connection in their seminar libraries of each department.
c. MostPhoto
of the2:public
Participants of the
and private Workshophave
universities for Sharing DraftICT
established Review Report.
labs with Photograph: SHED
state-of-the-art
computers, other ICT equipment, as well as have a high-speed Internet connection to
facilitate practical lessons.
d. The ''remote lab'' initiative has not been pursued yet at the university level.
e. Several universities are providing high-speed wireless Internet at limited scale.
f. Several universities have established a number of Internet browsing centres that can be
used by students.
g. Some departments have provided computers with Internet connection to all teachers as
a result of individual initiatives. However, not all departments have access to the Internet.
h. The University Grants Commission (UGC) has yet approved processes for the establishment
of a powerful ICT support cell/help desk, the recruitment of skilled manpower for repairs,
as well as the provision of services and maintenance of ICT equipment.
i. Universities are providing free Internet services for teachers and students of all higher
education institutions within campus periphery.
Overall the acquisition and knowledge of ICT has become easier for both teachers and
students. Higher education institutions have been enriched with ICT.
the following way:
45
Activity Progress
1.2 Current status of activities of Phase I of establishing digital library in each institution of
higher education:
a. No substantial progress has been achieved in preparing online catalogues for central &
departmental libraries of all higher education institutions.
b. No substantial progress has been achieved in preparing catalogues with an open
standard (i.e. MARC) to allow them to be interchanged.
c. A few universities have developed provisions of online services in their libraries.
d. More than 14,400 e-books and 3,000 journals have been supplied to over 31 public and
private universities. The University Grants Commission has yet established a digital library
and has yet been connected to all higher education institutions’ libraries.
Current status of activities of Phase II of establishing digital library in each institution of
higher education:
a. No substantial progress has been achieved in digitizing books and journals from the
central & departmental libraries of higher education institutions into digital format.
b. A number of initiatives have been taken to publish higher education institution’s
publications simultaneously both in printed & digital versions.
c. A number of initiatives have been taken for each digital publication to undergo the
accession and preservation process of digital libraries of universities.
Above mentioned initiatives have improved stakeholders’ skills in library management,
have provided easy access to books and journals for teachers and students, as well as
have provided adequate opportunities for learners to access knowledge that encourages
cultivation of knowledge in the future.
1.3 To advance ICT-based distance learning, the following progress has been achieved at the
Bangladesh Open University (BOU):
a. Connectivity between the central campus of BOU and all regional offi ces in order to run
the country-wide education programme has yet been established.
b. Separate radio & TV channels for BOU education programs have yet been established.
c. Neither interactive virtual classrooms, nor facilities for web-based lecture presentation
that would allow to purse the outlined objectives of teaching, have been established.
d. ICT-enabled teaching facilities through TV have been created and 'mobile' technology is
yet to be deployed at large scale.
e. Teaching channels that are leveraging Internet radio have yet been established.
f. The automation of BOU, to make its academic and administrative activities more radical,
transparent, and effi cient, has yet been completed.
g. High-speed Internet connection has been established within BOU premises.
h. Training for BOU teachers that enables teachers to use ICT and educational tools & digital
content, has been provided.
i. An Online education programme has been introduced.
j. The establishment of a country-wide network of skilled ICT manpower, as well as the
large-scale development of human resources through distance learning has yet been
done.
1.4 Two universities (i.e. SAU and BSMMU) have been equipped with video conferencing
facilities with support from Higher Education Quality Enhancement Project (HEQEP). The
video conferencing facilities have allowed an expedition of academic and administrative
activities through inter-university communication & UGC. It is recommended to equip all
universities with video conferencing facilities in the near future.
Objective 2: Increasing the use of ICT to enhance the professional skills of the teachers to meet the needs of
the fast-changing society in this age of globalization
Activity Progress
2.1 While it has been imperative on the part of UGC (for teachers of the universities) and for
the National University (for the college teachers) to establish 2 training institutes in order to
provide training for teachers on the use of ICT in education, no progress has been made. As
a result, there has been no improvement of professional ICT skills of teachers.
2.2 No initiative has been taken by UGC to encourage teachers to develop ICT-based learning
materials. As a result, UGC’s contribution to develop digital content and education materials
has been very limited.
46
Objective 3: Coordination of ICT to upgrade the standard of teaching-learning up to the international level
Activity Progress
3.1 No initiatives have been taken by UGC to ensure the quality of digital education materials.
As a result, teaching-learning standards have not been upgraded to international level.
3.2 No initiatives have been taken by UGC to enhance teaching-learning standards through
exchanges of education materials and curricula with higher education institutions of
other countries. As a result, teaching-learning standards have not been upgraded to the
international level.
Objective 4: Ensuring the use of ICT to encourage creation of new and fresh knowledge and exchanges
thereof
Activity Progress
4.1 Mutual contacts have been established between six universities and several international
higher education institutions through ICT to facilitate and encourage an exchange of new
knowledge and ideas. This has resulted in the upgrading of ICT teaching-learning standards
to international level.
4.2 The Higher Education Quality Enhancement Project (HEQEP) project has made an effort
to establish a liaison between higher education institutions and industries, and to create
human resources as per market needs. Through coordinated efforts of higher education
institutions and the industries, manpower has been created will skills relevant for the job
market.
4.3 The Higher Education Quality Enhancement Project (HEQEP) project has established and
maintained a ''Community of Practice'' platform for exchanges of teachers' knowledge &
ideas of innovation. This has resulted in the creation and encouragement of new research
through exchange of knowledge & innovative efforts.
Objective 5: Ensuring of proper use of ICT with the objective of making the administrative & academic
activities of the higher education institutions more radical, transparent and efficient
Activity Progress
5.1 The Higher Education Quality Enhancement Project (HEQEP) project has taken initiatives to
advance automated administrative & academic activities of higher education institutions,
including administration, fi nance & accounts, planning & development, admission &
publication of results of all exams, research, recruitment, training, and purchase. Initiatives
have resulted in skills development of administrative & academic staff and increased the
accountability of institutions.
Objective 6: Continuation of the research activities of the universities
Activity Progress
6.1 Initiatives to establish a modern ICT-based Centre of Excellence in each university have yet
been taken by UGC.
6.2 Initiatives to ensure the online subscription of foreign journals of international standard
have been taken by UGC and have strengthened the research work between universities.
6.3 Despite limited funding and scope for research, several universities have taken initiatives to
establish collaborative arrangements in the area of research of the universities at national
and international levels.
6.4 Considering that public and private colleges play a pivotal role in the Higher education sector
of Bangladesh, moving forward, special attention needs to be given to the establishment of
modern ICT-based Centres of Excellence in these institutions.
47
Education
Administration
Chapter 2.5.7
48
2.5.7 Review Findings of Education Administration
Objective 1: Ensuring transparency, efficiency and accountability in education management with the use
of ICT
Activity Progress
1.1 The Preparation and updating of policies relating to management, ownership and fi nancing
of infrastructural development of all educational institutions under MoE & MoPME has yet
been fully completed. ICT Policy 2015 and guideline on the usage of multimedia are classic
examples of defi nitive policies and guidelines that can ensure transparency in infrastructural
development. Moving forward, it will be important to prepare and to implement policies on
the management, ownership and fi nancing of infrastructural development for the use of
ICT equipment in education.
1.2 The ICT Policy 2015 and the recently updated ICT Policy 2018 can be considered as part
of the preparation & implementation of policies relating to the use of inexpensive, open,
standardized and widely used software. It is predicted that the use of open and standardized
technology will make mutual communication easier while driving down management
costs.
1.3 To facilitate an exchange of information, policies, standards, and frameworks (e.g. a common
platform that allow interoperability and standardization) focusing on the existing Education
Management Information System (EMIS) have yet been prepared. The development and
coordination of EMIS, as well as the exchanges of information would be easier if such
policies, standards, or frameworks would have been developed.
1.4 Until today, there is no standard or framework for the development, enlargement, and
coordination of Pre-Primary & Primary Education Management Information System. Access
to statistics of Pre-Primary & Primary education and the preparation of plans would be
easier once such a framework is developed.
coordination of a Post-Primary Education Management Information System (EMIS). If the
framework is developed, access to statistics of Secondary & Higher Secondary education
and preparing of plans would be easier using the integrated educational database.
coordination of a Non-formal Education (NFE) Management Information System (MIS). It
is recommended to develop an NFE MIS as soon as possible to enhance NFE planning and
programming through statistical analysis of countrywide NFE users including their unmet
needs. A NFE MIS would further enable policy makers to access NFE statistics and to prepare
data-informed policies and plans.
coordination of a Higher Education Management Information System (MIS).
coordination of a TVET Management Information System (MIS).
coordination of Madrasah Education Management Information System (MIS).
1.10 The Bangladesh Education Sector Decision Support System has yet been established.
the following way:
49
Activity Progress
1.11 An Offi ce Management System has been developed in MoPME and MoE which includes:
a. Personnel Management Information System (PMIS)

b. Project Management System (PMS)
c. Financial Management System
d. E-fi ling system
Transparency, accountability, and mobility, as well as human resource skills in the education
administration have been enhanced.
1.12 The Offi ce Management System under MoE and MoPME does yet include the following for
Directorates and Departments:
a. Personnel Management Information System (PMIS)

b. Project Management System (PMS)
c. Financial Management System
1.13 MoPME & MoE has taken initiatives to fully establish an Education Management Information
System (EMIS) which includes:
a. Management of information of educational institutions

b. Performance auditing system of educational institutions
c. Standard school visit reports
d. Online reporting and feedback system
e. Academic supervision system
f. A system that facilitates applications for the establishment of new schools, as well as the
approval and inclusion of personnel in MPO.
As of today, more than 500,000 teachers and staff of 27,000 educational institutes are
receiving their salaries through a message communication software. Both ministries are
expected to be equipped with necessary information of educational institutions which
would further enhance monitoring.
1.14 A database for learners enrolled in Primary education that provides unique learner IDs,
which help the tracking of learners, is currently under development as part of the CRVS
project and in coordination with the Birth Registration/National Population Register.
Once the CRVS project has created the link between CRVS and the education sector MIS,
it will be possible to conduct major analyses for the development of the education sector.
Through the uniform database, it will be possible to identify non-enrolled children, to
retrieve correct information on enrolled learners, to track learners post primary school at
other education levels, to retrieve information on the exact dropout rates at post-primary
stage, etc.
1.15 As part of the CRVS project, a tracking system is foreseen to be developed that issues ID
cards to students at primary level, which allows the tracking of enrolled students through
secondary school and thus enhances education planning.
50
Objective 2: Providing education services at the doorsteps of the people
Activity Progress
2.1 Online services have been created that facilitate the admission, registration, fi lling up of
examination forms and submission of fees (through Internet, SMS, and mobile devices).
The admission and registration process have become easier and more transparent for the
students.
2.2 Results of all public exams are published on the Internet, on websites, or are shared via
e-mail or SMS. This has enabled students and guardians to easily access results of public
exams.
2.3 A platform has been created for the submission of online applications for pension of teachers
and employees through the IBASS system, which has made the disbursement process faster
and more transparent. Teachers and other employees receive pension payments within a
fi xed time. Moving forward it is recommended to automate the processing and publication
processes as well.
2.4 Employment notices for the recruitment, including the receipt of applications, the sorting
and fi nal result are being published on a mobile-enabled website. As a result, recruitment
processes have become more time-effi cient and transparent.
2.5 A National Education Portal, which is equipped with a certain amount of education sector
information, including all documents, planning, books and digital content, has been
established and regularly updated and maintained.
Objective 3: Ensuring accessibility of all to education management
Activity Progress
3.1 The formation and implementation of a document format and standard encoding system
(BDS 1520.2011) to ensure the exact process of exchanging documents among Ministry and
the Directorates, Departments, Education Boards and other offi ces under the Ministry has
yet been implemented.
3.2 Two frameworks have been prepared for developing, hosting and the management of a
dynamic website as available in the educational institutions under MoE & MoPME under
the guidance of the Access to Information (A2I) Programme. Through the frameworks,
institutions are now able to build and manage their websites, which has increased
coherence among websites of educational institutions, as well as has decreased costs for
the preparation and management of websites.
3.3 Dynamic websites for each educational institution have been prepared and are regularly
updated. All information about education management can be accessed through an
accessible and easily usable website.
3.4 Low-cost connectivity (computer, data network, high speed Internet) has cost-effectively
facilitated the exchange of information between MoE, MoPME and all offi ces and educational
institutions. Further progress through ICT can be realized in all areas of administrative
activities especially in promoting transparency in education management from Upazila to
national levels.
3.5 The development and patenting of inexpensive Bangla text processing tools (text to speech,
screen reader etc.) as well as a software that enables the transmission of printed matters
into audio materials for physically disabled learners and those with special needs has yet
been carried out.
3.6 The phase-wise use of open source software in all educational institutions has been
encouraged. Software piracy has largely been removed by using licensed operating systems
with all supplied hardware. Until today, outside metropolitan areas only a limited number of
software experts are available.
51
Activity Progress
3.7 The supply of an adequate number of books on ICT to libraries of all educational institutions
has yet been completed. Until today, the unavailability of ICT books in libraries creates
obstacles in creating more skilled and talented ICT users.
3.8 The phase-wise transformation of educational institutions’ libraries into digital libraries with
online catalogues has yet been implemented.
3.9 The establishment of an Education Data Centre under MoE to securely conserve all
information related to MoE & MoPME has yet been implemented.
52
Photo: Hefez Abdur Razzak Jamia Islamia Dakhil Madrasah, Azimpur, Dhaka
2.6 Other Relevant Findings

The Progress Review of the Master Plan has produced a number of important review findings that can’t be
directly attributed or are relevant to more than one specific objective or activity of the Master Plan:
Awareness
• Many learners and teachers are not aware of educational portals and digital content developed by the
Access to Information (A2I) Programme and other agencies.
• Policy makers, administrators, and project directors are not always aware of relevant activities of the
Master Plan for ICT in Education.
Infrastructure / Facilities
• The high cost and slow speed of mobile Internet is a major bottleneck limiting the use of multimedia
content by rural teachers and learners. If schools were equipped with optical fiber cable Internet, teachers
would feel encouraged to use more online content.
• Until today, more than eleven (11) Primary Teachers Training Institutes do not have computer labs.
• The digital divide between education institutes with electricity and those without electricity continues
to increase. Moving forward, it should be a priority to equip education institutes without electricity with
battery powered ICT equipment.
• Due to inadequate maintenance and only limited availability of ICT service centers in rural areas, ICT
equipment is sometimes kept idle for small functional errors that could be easily repaired.
• Class room seating arrangements in rural and semi-urban education institutions are often inadequate to
use ICT devices in class. As a result, ICT devices are often only used for demonstration purposes.
Training / Capacity Development
• For various reasons, it may never be possible to bring all teachers to training centers in order to train them
on ICT in education. As a result, trained teachers need to be motivated and incentivized to share learned
skills with fellow teachers. In addition, online education materials can be used for distance learning/
training of teachers.
Coordination, Monitoring, and Updating of Master Plan for ICT in Education
• There is a need for real time reporting and monitoring of activities by field level education managers.
Online reporting facilities like e-filing for correspondences between education managers and institutions
shall be introduced.
• Projects undertaken by different ministries need to be coordinated in line with the Master Plan for ICT
in Education.
• The Master Plan foresees that ministries review progress of the Master Plan every six months and take
necessary actions if progress stalls. For various reasons, the six-monthly monitoring and coordination
among concerned ministries and implementing partners has not been conducted.
53
CHAPTER 3 3
Challenges
Chapter 3 presents challenges faced
in the implementation of the Master
Plan of ICT in Education as reported
by consulted stakeholders.
54
3 Challenges
The following challenges in implementing the Master Plan for ICT in Education were reported by consulted
stakeholders during conducted Key Informant Interviews (KIIs) and Focus Group Discussions (FGDs).
Infrastructure Facilities Inadequate Awareness
AWARENESS
INFRASTRUCTURE
Most physical structures of education institutions Learners and teachers are not aware of
in semi urban and rural areas are in depleted educational portals and digital content
conditions. Starting at primary level and going developed by the Access to Information (A2I)
to higher secondary level, classrooms often do Programme and other agencies. Inadequate
not have sufficient chairs, benches, and other awareness has led to non-usage of existing
seating facilities for all learners. Rural education digital content and resources. Awareness need
institutions, particularly those in coastal area, hill to be focused on all education sectors. Parents
tracks and hoar areas, often face risks from river often fear bad influences of malpractices in using
erosion and flooding. the Internet and mobile technology. Learners
and parents should be guided in the appropriate
use of technology.
Internet Connectivity
INFRASTRUCTURE
Compared to metropolitan areas, present

Ensuring Quality of Education
QUALITY
Internet speed in semi urban and rural areas is

very slow. Most educations institutions rely on There is a need to develop class-based and
mobile network-based Internet services which subject-based quality learning materials
are extremely slow and expensive. (including self-learning & subsidiary materials)
for both teachers and students. Bangladesh has
While schools in urban areas use broadband come a long way in achieving education for all,
Internet and pay according to Internet speed now it’s time to achieve ‘quality education for all’.
with unlimited data, schools in rural areas have
to pay for each MB of mobile data. As a result,
teachers in rural areas are less inclined to use the Capacity Development
CAPACITY DEVELOPMENT
Internet to share digital content in multimedia

classrooms. Due to inadequate knowledge how to use ICT
devices, users are often less inclined to use them.
As a result, learners are deprived of using available
Inadequate Electricity ICT equipment including multimedia facilities
INFRASTRUCTURE
and digital content. Also, knowledge acquired

According to the BANBEIS statistics, around 2,650 by training attendees after they returned to their
educational institutes do not have electricity at educational institutes, needs to be better shared
their premises, accounting for 7.50 percent of with colleagues. ICT capacity development of
all educational institutions. Due to a number teachers, trainers, curriculum developers, and
of Government initiatives rural electrification education managers needs to be improved
is improving and more institutions are getting and shall be part of ongoing capacity building
access to electricity. However, in order to Programmes.
accelerate the use of ICT, it is recommended to
distribute rechargeable multimedia projectors
and laptops in schools without or with limited Monitoring and Reporting
MONITORING
access to electricity.
Due to inadequate real-time monitoring,
feedback, and reporting mechanisms, education
Maintenance and Ensuring managers are not always interested in using
INFRASTRUCTURE
available ICT-based systems. Progress that

Availability has been achieved in e-filing of activities
ICT resources provided to educational institutes need to be replicated in the grassroots level of
need to be maintained properly. The Union administration. Further, the monitoring and
Digital Center could be used as the hub to reporting capacity of education managers
provide technical support within the union. needs to be strengthened through training in
Further, once broadband Internet is provided order to ensure maximum accountability and
to UDC, UDC could act as PoP for the nearest transparency.
educational institutes.
55
CHAPTER 4
Recommendations
4
& Way Forward
Chapter 4 presents recommendations

for future action that have emerged
from the Review as well as presents
the way forward.
56
Photo: Barabakia Government Primary School, Pekua, Cox’s Bazar
4.1 Recommendations
The following recommendations for future action have emerged from the review of the
Master Plan:
Recommendation 1
◆◆ Linking Master Plan and SDG 4
Update Master Plan to align with the 2030 Agenda for Sustainable Development, with
the Sustainable Development Goals, particularly SDG 4, the Education 2030 Agenda,
as well as the 7th Five Year Plan.
Recommendation 2
◆◆ Baseline Survey
Conduct a baseline survey as part of the updating of the Master Plan to ensure that
baseline data is available to measure Master Plan implementation progress, including
for end-line beneficiaries.
Recommendation 3
◆◆ Distribution of Responsibilities
Following the restructuring of the Ministry of Education and the establishment of two
separate Divisions (SHED and TMED) as well as one new Directorate (Directorate for
Madrasah Education), responsibilities in the Master Plan need to be updated.
Recommendation 4
◆◆ Ensuring Regular Monitoring and Coordination of
Implementation
It is recommended to conduct regular monitoring and coordination activities to
ensure the implementation of the Master Plan. When the Master Plan was formulated,
it was intended that the both Ministries jointly review implementation progress every
six months and take action if required.
Recommendation 5
◆◆ Translating Master Plan into Action
The Master Plan stipulates in its Preamble to be reviewed every three years with
measures taken to make necessary amendments and revisions. MoE conducted a
one-time review in 2014 using a self-reporting mechanism. Yet, following the review no
follow-up was taken in implementing the review findings. Since 2014 implementation
progress has not been assessed, and as a result, implementing ministry officials were
not always able to provide an update on how much progress has been made.
It is recommended that moving forward, regular reviews are undertaken, and relevant
agencies and responsible personnel is assigned to the implementation of the Master
Plan.
57
Recommendation 6
◆◆ Mapping of Exiting Resources and Maximize Utilization
The review of the Master Plan has shown that a large number of Government agencies
are implementing different activities of the Master Plan, and in pursuit of the goals
and targets of SDG 4. However, not all concerned officials of relevant Government
agencies are fully aware of the Master Plan itself. Moving forward, it is recommended
to map existing resources and to conduct more coordination and coherence efforts in
order to maximize the utilization of resource.
Recommendation 7
◆◆ Ensuring Inclusiveness to Avoid Digital Divide
It is recommended to take appropriate measures to provide educational institutions
with equal access to ICT resources (i.e. facilities and connectivity) in order to minimize
the growing digital divide between urban and rural, and between secondary, technical,
and Madrasah institutions.
Recommendation 8
◆◆ Online Reporting and Monitoring
To ensure transparency, efficiency, and accountability in educational management,
online reporting and monitoring tools need to be used and data sharing among
different focal agencies has to be actively pursued.
Recommendation 9
◆◆ Cooperation with UNESCO
UNESCO generously extends their offer for continued cooperation with and support of
the Ministry of Education and the Ministry of Primary and Mass Education, including
for updating the Master Plan for ICT in Education. To benefit from UNESCO’s global
expertise in ICT in Education, it is recommended to partner with UNESCO for the
updating of the Master Plan.
4.2 Way Forward

The implementation of the Master Plan is contributing to achieving Bangladesh’s Vision
2021 of building a digitally enabled knowledgeable, fair, and just society in Bangladesh.
Providing access to ICT equipment and learning content, both to teachers and learners, is
not only enhancing transparency and accountability, but provides better and more equal
learning opportunities for all people living in Bangladesh.
In order to achieve the ambitious vision and goals of the Master Plan for ICT in Education
by 2021, more initiatives need to be taken by all stakeholders. Concerned Government
entities need to ensure coordination among activities as well as need to share experience
and allocate resources for the sustainable use of modern and economic technology in
education.
Further, the Master Plan needs to be updated and aligned with the Sustainable
Development Agenda.
58
Annex
The following documents can be found in the Annex of this Review Report.
Annex 1: Current Status of Activities

An Overview of the current status of implementation of activities vis-à-vis expected results
of the Master Plan for ICT in Education.
Annex 2: List of People Interviewed for the Review

A list of stakeholders that have been interviewed during Key Informant Interviews (KIIs)
with Government stakeholders for the Review of the Master Plan for ICT in Education.
Annex 3: Key Informant Interview (KII) Discussion Topics

An Overview of discussion topics and questions that have been used during Key Informant
Interviews (KIIs) with Government stakeholders for the Review of the Master Plan for ICT
in Education.
Annex 4: Focus Group Discussion (FGD) Guidelines

An Overview of questions and topics that were addressed during conducted Focus Group
Discussions (FGDs) with teachers and students as part of the Review of the Master Plan for
ICT in Education.
Annex 5: Resources used during Desk Review

An Overview of resources that were consulted and analyzed during the Desk Review, which
was conducted as part of the Review of the Master Plan for ICT in Education.
59
Annex 1: Current Status of Activities
As part of the Review of the Master Plan, Departments within the Ministries of Education and the Ministry of
Primary and Mass Education who are responsible for the implementation of the Master Plan were contacted
and updates on implementation activities in pursuit of the Master Plan collected. Below is the list of responses
received from Departments.
A. Pre-Primary and Primary Education
Time
Department's
Activity Limit to
Response
Start
1.1 Inclusion of ICT in education at Pre-Primary level. 2013 Ongoing
1.2 Inclusion of ICT in education at the Primary level. 2013 Ongoing
1.3 Developing & updating books on ICT in every 3 years to enhance the
2013 Ongoing
appropriate ICT skills of the learners.
1.4 Supplying books on ICT (in easy Bangla language) in the library of each
2012 Not Initiated Yet
educational institution.
2.1 Inclusion of basic ICT materials (such as preparing digital content with basic
computer, multi-media, Internet, presentation software) in the curriculum of 2012 Not Initiated Yet
teachers' training.
2.2 Preparing Master Trainers of sufficient number for coordination of ICT in
teaching-learning in the Pre-primary & Primary classes to provide training on 2013 Ongoing
the use of ICT to develop class-wise materials for teaching-learning.
2.3 Provision of quality in-service training for all teachers of primary schools to
In
help them acquire basic skills in ICT; use of ICT in teaching-learning methods Ongoing
progress
and developing learning materials through ICT.
2.4 Introduction of distance learning Programme through radio, television
& Internet to facilitate conducting of learning Programmes to develop the 2013 Ongoing
professional skills of the Primary school teachers.
Initiatives
2.5 Developing online course content/modules for teachers' training. 2013
Already Taken
2.6 Organization of exams of online courses in teachers' training; recognition
2013 Ongoing
& delivery of certificates.
2.7 Provision of interest-free loans on easy terms /grants to the teachers to
2013 Ongoing
help purchase computer/ laptop & ICT materials.
3.1 Developing class-wise & subject-based interactive multimedia learning
materials (including self-learning, subsidiary materials) jointly by teachers, 2013 Ongoing
experts in materials development and specialists in education.
3.2 Preparing & distribution of subject- based audio and video materials
for model class Programmes to be prepared jointly by teachers, experts in 2014 Not Initiated Yet
materials development and specialists in education.
3.3 Recognition & Award of prizes for developing ICT-based quality teaching-
learning materials
3.4 Inclusion of all text-books, subsidiary materials and digital content into the
2012 Ongoing
national education portal.
Initiatives
2.5 Developing online course content/modules for teachers' training. 2013
Already Taken
2.6 Organization of exams of online courses in teachers' training; recognition
2013 Ongoing
& delivery of certificates.
2.7 Provision of interest-free loans on easy terms /grants to the teachers to
2013 Ongoing
help purchase computer/ laptop & ICT materials.
3.1 Developing class-wise & subject-based interactive multimedia learning
materials (including self-learning, subsidiary materials) jointly by teachers, 2013 Ongoing
experts in materials development and specialists in education.
3.2 Preparing & distribution of subject- based audio and video materials
for model class Programmes to be prepared jointly by teachers, experts in 2014 Not Initiated Yet
materials development and specialists in education.
60
Time
Department's
Activity Limit to
Response
Start
learning materials
3.4 Inclusion of all text-books, subsidiary materials and digital content into the Initiatives
2012
national education portal. Already Taken
4.1 Establishment of ultra-modern ICT labs in all Primary Teachers Training Initiatives
2012
Institutes to enhance the basic ICT skills of the teachers. Already Taken
4.2 Installation of faster Internet connection at each PTI. 2012 Ongoing
4.3 Establishment of ICT libraries equipped with national and international
books, journals and periodicals on ICT.
4.4 Establishment of a multi-media classroom with laptop, multi-media
projector/LCD screen, Internet connection at each educational institution for
2015 Ongoing
the use of ICT in education; Arrangement of substitute power source in case
of no regular power supply.
4.5 Each classroom of all educational institutions be turned into a multi-media
classroom for the use of ICT in education.
4.6 Establishment of ICT labs at each educational institution with adequate
number of computer/laptops and Internet connection for use of ICT in 2018 Ongoing
education.
4.7 Formulation of policies/planning for the supply, use and maintenance of
ICT materials & involvement of the Management Committees/community.
4.8 Preparation of quality instructional programs for screening on the
2013 Ongoing
television.
B. Non-Formal Education
Time
Department's
Activity Limit to
Response
Start
1.1 Inclusion of ICT in the NFE curriculum and development of ICT-based
materials with special reference to continuing & skill development education
2014 Ongoing
to create opportunities of the learners to acquire required skills as per their
needs.
1.2 Coordination of ICT in various skill development courses so that learners
acquire efficiency in ICT along with other subjects and become profited 2013 Ongoing
through its use in everyday life.
1.3 Developing an independent trade course on ICT. 2012 Ongoing
2.1 At the first phase, establishment of a permanent NFE Learning Centre in
collaboration with UISC in each union, equipped with ICT facilities (such as 1
2015 Ongoing
TV, radio, Internet connection, computer/laptop and multi-media projector/
LCD screen).
2.2 At the second phase, establishment of a permanent NFE Learning Centre
in collaboration with UISC in each village, equipped with ICT facilities (such as
1 TV, radio, Internet connection, computer/laptop and multi-media projector/
LCD screen).
2.3 Broadcasting of attractive programs on adult education and other NFE
2012 Ongoing
areas on radio and TV.
2.4 Broadcasting of interactive programs on adult education on radio and TV. 2013 Not Initiated Yet
2.5 Organizing monitoring activities of the interactive programs at regular
intervals.
2.6 Orientation & motivation of prospective makers of quality programs for
radio and TV on adult education and NFE.
2.7 Initiating Early Childhood Development Programme (ECDP) with the help
of multi-media materials prepared specially for the poor, slow, disadvantaged 2016 Not Initiated Yet
children and those living in the distant areas.
3.1 Development of subject- based interactive multi-media learning materials
(including self-learning & subsidiary materials) to be prepared jointly by 2012 Not Initiated Yet
teachers, experts in materials development and specialists in education.
61
Time
Department's
Activity Limit to
Response
Start
3.2 Arrangement of training for the teachers/assistants of NFE through the
use of ICT.
learning materials for NFE.
3.4 Inclusion of all NFE text-books & subsidiary digital content in the national
2012 Ongoing
education portal.
C. Secondary and Higher Secondary Education
Time
Department's
Activity Limit to
Response
Start
1.1 Developing and updating of the books and curriculum of these levels at
every three years to make them appropriate to the updated needs in order to 2013 Ongoing
develop the ICT skills of these learners.
1.2 Supply of books (both in Bangla and English) on ICT in the libraries of all
2012 Ongoing
educational institutions.
1.3 Ensuring appointment of teachers of ICT who are graduates or diploma-
2016 Ongoing
holders in ICT.
2.1 Inclusion of the basic elements of ICT (such as computer, multi-media,
Internet, presentation software, developing digital content) in the curriculum 2012 Ongoing
of teacher training.
2.2 Coordination of ICT teaching-learning within the classroom at secondary
& higher secondary levels and developing adequate number (at least 1000)
2013 Ongoing
master trainers to train persons in developing subject-based teaching-
learning materials for different classes.
2.3 Inclusion of all the teachers (approx. 300,000) at the secondary level to
develop their basic skills in ICT & use of ICT in the teaching-learning curriculum
2016 Ongoing
& Provision of quality pre-service and in-service training in developing learning
materials with ICT.
2.4 Introduction of courses on distance education through radio, TV and
Internet to develop teachers’ professional skills and help them conduct 2012 Ongoing
programs on learning.
2.5 Recognition & Certification of online courses on teachers' training or any
kind of learning.
2.6 Developing online course content/modules for teachers' training. 2013 Ongoing
2.7 Arrangement of online examinations and awards; recognition &
certification of such exams.
3.1 Development of class-based & subject- based multi-media learning
materials (including self-learning & subsidiary materials) to be prepared jointly 2013 Ongoing
by teachers, specialists in materials development and specialists in education.
3.2 Preparing & distribution of videos of subject-based models for classroom
use, to be prepared by teachers, experts in teaching-learning materials and 2013 Ongoing
specialists in education.
3.3 Recognition & award of prizes for developing ICT-based quality teaching-
2012 Ongoing
learning materials.
3.4 Ensuring of the use and development of subsidiary education materials Initiatives
2014
that can meet the needs of slow and disadvantaged learners. Already Taken
3.5 Preparing subsidiary education materials for physically & mentally Initiatives
2014
challenged learners (such as text to speech, screen reader etc.). Already Taken
3.6 Inclusion of all textbooks and subsidiary digital content in the national
2014 Ongoing
education portal.
4.1 Establishment of ultra-modern ICT labs in the Teachers Training Institutes Initiatives
2013
to develop the basic ICT skills of teachers. Already Taken
4.2 Installing high speed Internet at each Teachers Training Institute. 2013 Not Initiated Yet
4.3 Establishing ICT libraries equipped with national/ international publications,
2013 Ongoing
periodicals and journals in the Teachers Training Institutes.
62
Time
Department's
Activity Limit to
Response
Start
4.4 Establishment of an electronic library with intercom facilities in all Teachers Initiatives
2013
Training Institutes and having connectivity with the global research network. Already Taken
4.5 Infrastructural development of the TTCs to facilitate training programs
through video conference.
4.6 Establishment of a multi-media classroom with 1 laptop, 1 multi-media
projector/LCD screen, Internet connection at each educational institution for
2013 Ongoing
the use of ICT in education; Arrangement of substitute power source in case
of no regular power supply.
Initiatives
4.7 Transforming all classrooms into multi-media classrooms for the use of ICT. 2016
Already Taken
4.8 Establishment of ICT labs in each educational institution with adequate
number of computer/laptop & Internet connection for the use of ICT in 2016 Not Initiated Yet
education.
4.9 Inclusion of all educational institutions under Bangladesh Research and
2015 Ongoing
Education Network (BdREN).
4.10 Formulation of policies/planning for the supply, use and maintenance of Initiatives
2012
ICT materials & involving the Management Committees/community. Already Taken
4.11 Regular telecasting of educational programs on Sangsad TV. 2012 Not Initiated Yet
4.12 Preparing quality programs for screening on TV. 2012 Ongoing
4.13 Starting of new TV channels with assistance from the government for Initiatives
2020
telecasting educational programs. Already Taken
4.14 Creation of a national educational portal for exchange of all materials and
inclusion of all such teaching-learning materials into it.
4.15 Supply of books on ICT (both in Bangla & English) in the libraries of all
2012 Ongoing
educational institutions.
4.16 Building up one model school at every union as an information access
centre (from where teachers and students of neighboring villages can access 2014 Not Initiated Yet
ICT facilities).
4.17 Establishment of Bangladesh ICT in Education Research Centre (BIERC)
under MoE; activities of BIERC can start within the infrastructural facilities of 2013 Ongoing
BANBEIS.
D. Madrasah Education at Secondary & Higher Secondary Levels
Time
Department's
Activity Limit to
Response
Start
1.1 Updating of curriculum/course content and textbooks for Madrasah
education relating to ICT in education at every three years to enhance the 2012 Ongoing
skills of learners in the use of ICT in the modern times.
1.2 Ensuring recruitment of ICT graduates or at least diploma-holders as
2016 In Planning Stage
teachers for ICT instruction.
2.1 Inclusion of ICT materials in the teachers' training curriculum for the
Madrasah teachers to enhance their skills (such as developing digital content 2012 Ongoing
through basic computer, multimedia, Internet, presentation software etc.).
2.2 Creating, for the secondary level, master trainers of adequate number (at
least 400) so that they can coordinate the teaching-learning activities in ICT
2012 Ongoing
within the classroom and train teachers in developing class-based teaching-
learning materials.
2.3 Provision of quality pre-service and in-service training for all Madrasah
teachers at the secondary level to help them acquire primary skills in ICT to
enable them to apply ICT in teaching-learning activities and develop relevant 2015 Ongoing
materials(Arrangement of such trainings at TTC, HSTTI, NAEM and BANBEIS
till new BMTTIs are established).
2.4 Introduction of Distance Learning Courses for the training of Madrasah
teachers with the use of ICT
63
Time
Department's
Activity Limit to
Response
Start
2.5 Provision of interest-free loan on easy conditions/grant to help teachers
procure computer/laptop and ICT materials.
3.1 Developing class-based and subject-based multimedia learning materials
(including self-learning and subsidiary items) by teachers, experts on materials 2013 Ongoing
development and specialists in education.
3.2 Preparing and distribution of videos on subject-based model class activities
2013 Ongoing
by teachers, experts on materials development and specialists in education.
3.3 Recognition and giving of awards in appreciation of developing ICT-based
2012 Ongoing
quality teaching-learning materials.
3.4 Ensuring the preparation of such subsidiary education materials that can
2014 Ongoing
meet the needs of slow and disadvantaged learners.
3.5 Preparing such supplementary technology and materials (such as text to
speech, screen reader etc.) that can meet the needs of physically and mentally 2014 Ongoing
challenged learners.
3.6 Preparing self-learning subsidiary materials for the learners. 2014 Under Process
3.7 Inclusion of all textbooks and subsidiary digital content into the national Initiatives
2014
education portal. Already Taken
4.1 Establishment of a ICT lab at Bangladesh Madrasah Teachers Training
2013 Ongoing
Institute (BMTTI).
4.2 Establishment of ICT labs, at phases, at all madrasas with at least 20 Initiatives
2016
computers/laptops. Already Taken
4.3 Establishment of a multi-media classroom with 1laptop, 1multi-media
projector/LCD screen, Internet connection at each Madrasah for the use of ICT
2013 Ongoing
in education; Arrangement of substitute power source in case of no regular
power supply.
4.4 Transforming all Madrasah classrooms into multi-media classrooms for
the use of ICT in education.
4.5 Formulation of policies/planning for the supply materials, use and
maintenance of ICT & involving the SMCs/community in the process.
E. Technical & Vocational Education at Secondary & Higher Secondary Levels
Time
Department's
Activity Limit to
Response
Start
1.1 Updating the books and curriculum/course content of technical &
vocational education at every three/five years with an eye to the global market 2013
Ongoing
(outsourcing & others) in order to develop the learners' ICT skills that are onward
appropriate to the needs of modern times.
2.1 Inclusion of ICT materials (such as developing of digital content through
basic computer, multimedia, Internet, presentation software etc.) in the 2012 Ongoing
curriculum of teacher training to enhance the basic skills of teachers.
2.2 Creating, for technical & vocational education, master trainers of adequate
number (at least 100), for the coordination of teaching-learning within the
2013 Ongoing
classroom and training of teachers in developing class-based ICT teaching-
learning materials for all classes.
2.3 Provision of pre-service and in-service training for all teachers to help them
acquire primary skills in ICT to enable them to apply ICT in teaching-learning 2015 Ongoing
activities and develop relevant materials.
2.4 Provision of interest-free loan on easy conditions/grant to the teachers to
2012 Ongoing
help buy computer/laptop and ICT materials.
3.1 Developing class-based and subject-based multimedia learning materials
(including self-learning and subsidiary items) by teachers and experts in 2013 Ongoing
materials development.
3.2 Preparing of videos on subject-based model class activities, developed by
2013 Ongoing
teachers & experts on learning materials.
64
Time
Department's
Activity Limit to
Response
Start
3.3 Recognition and giving of awards in appreciation of developing ICT-based
2012 Ongoing
quality teaching-learning materials.
3.4 Ensuring the preparation and use of such subsidiary education materials
2013 Ongoing
that can meet the needs of slow and disadvantaged learners.
3.5 Preparing supplementary technology and materials (such as text to speech,
2014 Ongoing
screen reader etc.) for the physically and mentally challenged learners.
3.6 Inclusion of all textbooks and subsidiary digital content into the national
2014 Ongoing
education portal.
4.1 Establishment of an ICT lab in each technical school and college (TSC). 2013 Ongoing
4.2 Establishment of an ICT lab in each Vocational Teachers Training Institute
2013 Ongoing
(VTTI).
4.3 Establishment of an ICT lab in each Technical Teachers Training College
2012 Ongoing
(TTTC).
4.4 Establishment of an ICT lab in each Engineering College. 2012 Ongoing
4.5 Establishment of an ICT lab in each Polytechnic Institute. 2013 Ongoing
4.6 Equipping each classroom and lab of each technical school & college
with multimedia facilities (such as laptop, multimedia projector and Internet 2012 Ongoing
connection).
4.7 Equipping each classroom and lab of each Vocational Teachers Training
Initiatives
Institute (VTTI) with multimedia facilities (such as laptop, multimedia projector 2012
Already Taken
and Internet connection).
4.8 Equipping each classroom and lab of each Teachers Training Institute
Initiatives
(TTTC) with multimedia facilities (such as laptop, multimedia projector and 2012
Already Taken
Internet connection).
4.9 Equipping each classroom and lab of each Engineering College with
Initiatives
multimedia facilities (such as laptop, multimedia projector and Internet 2012
Already Taken
connection).
4.10 Equipping each classroom and lab of each Polytechnic Institute with
Initiatives
multimedia facilities (such as laptop, multimedia projector and Internet 2013
Already Taken
connection).
4.11 Preparing online catalogue in the libraries of each institution of Vocational
Initiatives
& Technical education and creating therein facilities of online services like 2015
Already Taken
searching, requisition etc.
4.12 Transforming the important collection of books and journals of the
libraries of each institution of Technical & Vocational education into digital 2015 Ongoing
formats.
4.13 Publishing any new item into the digital format and inclusion and Initiatives
2020
preservation of every publication in the digital library. Already Taken
4.14 Creating a placement cell for the graduates of Bangladesh Technical
2013 Ongoing
Education Board in order to assist and provide them with necessary services.
4.15 Assessment of the demand of technical human resource for national and
international industrial houses and creation of a MIS.
4.16 Developing the EMIS for the exchange and supply of different information
2013 Ongoing
regarding technical and vocational education.
65
F. Higher Education
Time
Department's
Activity Limit to
Response
Start
1.1 Provision of ICT opportunities in the institutions of higher education would
require:
a) multimedia facilities in all classrooms;
b) computer facilities with high speed Internet connection in the seminar
libraries of each department;
c) establishment of ICT lab with computer of advanced technology, other ICT
materials and connection of high speed Internet to facilitate practical lessons;
d) creating opportunities of ''remote lab'' at the university level;
e) if necessary, provision of high speed wireless Internet connection in each
2015 Ongoing
institution;
f) establishment of necessary number of Internet browsing centres for use of
the students;
g) Providing computer with Internet connection to all teachers;
h) establishment of powerful ICT support cell/help desk; recruitment of
skilled manpower for repairing, providing of services and maintenance of ICT
materials
i) ensuring free Internet services for the teachers and students of all higher
1.2 Establishing digital library in each institution of higher education
Phase-I
a) preparing online catalogues for central & departmental libraries of all higher
b) preparing all catalogues in accordance with the open standard i.e. MARC so
that these can be interchanged
c) developing provision of online services in the libraries of these institutions
d) connecting libraries of all higher education institutions with the digital
2015 Not Done Yet
library of University Grants Commission
Phase-II
a) transmittal of books and journals of the central & departmental libraries of
higher education institutions into the digital format
b) each publication of any higher education institution to be made available
simultaneously in printed & digital versions
c) each digital publication has to be put into the accession and preservation
process of the digital libraries of the universities.
1.3 Following opportunities to be created in Bangladesh Open University
(BOU) for conducting ICT-based distance learning programme a) establishing
connectivity of the central campus of BOU with all regional offices to run the
countrywide education programme
b) provision of separate radio & TV channel for BOU education programs
c) provision of interactive virtual classrooms and creating facilities of web-
based lecture presentation to realize the objectives of teaching
d) creating teaching facilities through TV with the use of ICT tools and 'mobile'
2016 Ongoing
technology
e) establishing a teaching method with Internet radio
f) automation of BOU to make its academic and administrative activities more
radical, transparent and efficient
g) ensuring high speed Internet connection
h) provision of special training for the teachers of BOU to enable them to use
ICT and educational tools & digital content
i) introduction of online education program.
1.4 Creating opportunities of video conferencing, centrally as well as
2015 Ongoing
departmentally at the higher education institutions.
66
Time
Department's
Activity Limit to
Response
Start
2.1 Provision of training for teachers on the use of ICT in education to enhance
their professional skills. To realize this, it is imperative on the part of UGC
(for teachers of the universities) and for National University (for the college
teachers) to establish 2 training institutes which can deliver the following
facilities:
a) Creating opportunities for the basic ICT skills
b) introduction of some special courses on improved delivery and teaching
2015 (in
methods for the teachers to enable them to use ICT in the classroom (such as, Ongoing
progress)
power-point presentation, general animation, searching various educational
materials on the Internet and putting these to use) that will have positive
effects on teaching methods
c) creating opportunities on training on video conferencing
d) encouraging skill development on digital instructional design through
workshop & seminar
e) arrangement of special training on preparing digital content.
2.2 Encouraging teachers to develop ICT-based materials through
a) arrangement of special seminar/courses/ workshop on digital instructional
design
2018 Ongoing
b) creating a repository of existing digital educational materials
c) award of prizes on the development of digital educational materials for
higher education
3.1 Ensuring the standard of quality of the digital education materials. 2015 Ongoing
3.2 Enhancing teaching-learning standards through exchange of education
2015 Ongoing
materials & curriculum with higher education institutions of other countries.
4.1 Establishing mutual contacts with national/international higher education
institutions through ICT to facilitate and encourage exchange of new 2015 Ongoing
knowledge and ideas.
4.2 Use of ICT to establish liaison between higher education institutions and
2015 Ongoing
industries and to create human resource as per the needs of the later.
4.3 Establishment and maintenance of a common platform or ''Community of
Practice'' for exchange of teachers' knowledge & innovation.
5.1 Bringing in the administrative & academic activities of higher education
institutions under automation or a computerized system, which will include
administration, finance & accounts, planning & development, admission & 2015 Ongoing
publication of results of all exams, research, recruitment, training, purchase
etc.
6.1 Establishing a modern ICT-based Centre of Excellence in each university. 2015 Not Done Yet
6.2 Ensuring online subscription of foreign journals of international standard 2020 Ongoing
6.3 Establishing collaborative arrangements in the area of research of the
2020 Ongoing
universities at national and international levels.
67
G. Education Administration
Time
Department's
Activity Limit to
Response
Start
1.1 Infrastructural development of all the educational institutions under MoE &
MoPME; Preparing & updating of policies relating to management, ownership June, 2012 Ongoing
and financing in this regard.
1.2 Preparing & implementation of policies relating to the use of inexpensive,
2012 Ongoing
open, standardized and widely used software.
1.3 Preparing policies/ standards/ framework (common platform,
interoperability and standardization) of existing Education Management June, 2012 Ongoing
Information System (EMIS) to make exchanges of information easier.
1.4 Development, enlargement and coordination of the Pre-Primary & Primary Framework Not
2012
Education MIS on the basis of accepted standard/framework. Initiated Yet
1.5 Development, enlargement and coordination of the MIS of Post-Primary Framework Not
2013
Education on the basis of accepted standard/framework. Initiated Yet
1.6 Development, enlargement and coordination of the MIS of NFE on the Framework Not
2013
basis of accepted standard/framework. Initiated Yet
1.7 Development, enlargement and coordination of the MIS of Higher Framework Not
2012
1.8 Development, enlargement and coordination of the MIS of TVET on the Framework Not
2013
basis of accepted standard/framework. Initiated Yet
1.9 Development, enlargement and coordination of the MIS of Madrasah Framework Not
2013
1.10 Establishment of Bangladesh Education Sector Decision Support System. 2014 Not Initiated Yet
1.11 Building up an effective and high-tech office management system in

MoPME and MoE that will include:
a) Personnel Management Information System (PMIS)
2012 Ongoing
b) Project Management System (PMS)
c) Financial Management System
d) e-filing system
1.12 Building up an effective and high-tech office management system in the
Directorates and Departments under MoE and MoPME that will include:
a) Personnel Management Information System (PMIS) 2013 Ongoing
b) Project Management System (PMS)
c) Financial Management System
1.13 Establishment of Education Institution Management System (EMIS)
in MoPME & MoE that will include: a) management information of the
educational institutions b) performance auditing system of the educational
institutions c) standard school visit report
2013 Ongoing
d) online reporting and feedback system
e) academic supervision system
f) system related to applications for establishing new schools, approval and
inclusion of personnel in MPO
1.14 Preparation of a database for the learners enrolled in Primary education
in coordination with birth registration/National Population Register and 2013 Not Initiated Yet
provision of a unique learner ID that helps to track them later on.
1.15 Initiating the tracking system for students enrolled at the secondary
schools with the help of the IDs issued to them at the primary level.
2.1 Creating online services for all students for admission, registration, filling
up of exam. forms and submission of fees (through Internet, SMS and mobile 2012 Ongoing
devices).
2.2 Publication of the results of all public exams on the Internet, website,
2013 Ongoing
e-mail and SMS on the mobile phones.
68
Time
Department's
Activity Limit to
Response
Start
2.3 Provision of online applications, processing and publication of results in
matters of pension of the teachers and employees to make the disbursement 2012 Ongoing
process transparent and speedy.
2.4 Online publication of employment notice for recruitment, receipt of
applications, sorting and final result (which can be accessed on the mobile 2012 Ongoing
phone).
2.5 Establishment, regular updating & maintaining of a National Education
Portal (with blog facilities) equipped with all information on the education
2013 Ongoing
sector of Bangladesh including all documents, planning, books and digital
content.
3.2 Preparing a framework for developing, hosting and management of a
dynamic website enabled for use in all devices as available in the educational 2012 Ongoing
institutions under MoE & MoPME.
3.3 Preparing and regular updating of the dynamic website of each educational
2012 Ongoing
institution on the basis of the framework in use.
3.4 Provision of low-cost connectivity (computer, data network, high speed
Internet) meant to facilitate exchange of information among MoE, MoPME 2013 Ongoing
and all offices and educational institutions under them.
3.5 Developing and patenting of inexpensive Bangla text processing tools
(text to speech, screen reader etc.) and a software that enables transmitting
2015 Ongoing
of printed matters into audio materials in view of the requirement of the
physically disabled learners and those with special needs.
3.6 Initiating the phase-wise use of open source software in all educational
2016 Ongoing
institutions.
3.7 Supply of adequate number of books on ICT to the libraries of all educational
2012 Ongoing
institutions.
3.8 Phase-wise transforming of the libraries of the educational institutions
2015 Ongoing
into digital ones with online catalogues.
3.9 Establishment of an Education Data Centre under MoE to securely
2014 Ongoing
conserve all information related to MoE & MoPME.
69
Annex 2: List of People Interviewed for the Review
The following stakeholders were interviewed for the Review of the Master Plan:
Organization Persons Interviewed
Faruque Ahmed, E-learning Specialist

Access to Information Programme (A2I Programme) Md. Afzal Hossain Sarwar, Policy
Specialist (Education Innovation)
Bangladesh Bureau of Educational Information and Md. Abu Taher Khan, Sr. Systems Analyst
Statistics (BANBEIS) Md. Mezanur Rahaman, Programmer
Professor A.K.M. Saif Ullah, Chairman

Bangladesh Madrasah Education Board (BMEB) Md. Shibbir Ahmed, Controller of Publications
Muhammad Amir Uddin, Officer-in-Charge (ICT Cell)
Murshida Begum, System Analyst

Bureau of Non Formal Education (BNFE) Mohammad Rukunuddin Sarker, Deputy
Director (Planning & Monitoring)
Campaign for Popular Education (CAMPE) K M Enamul Hoque, Deputy Director
Shafiuddin Ahmed, Director General

Directorate of Madrasah Education (DME)
(Additional Secretary)
Md. Badiar Rahman, Director of IMD (Joint

Directorate of Primary Education (DPE) Secretary)
Md Osman Goni, Programmer
Dr. Mohammed Jahangir Hossain,

Directorate of Secondary and
Director (Planning and Development),
Higher Education (DSHE)
Professor of Accounting
Md Wahidul Islam, Joint Secretary, Director (Admin)

Directorate of Technical Education (DTE)
Dr. Shanti Ranjan Sarkar, Officer in Charge (ICT Cell)
ICT Division Mst. Aspia Aktar, Deputy Chief
Secondary and Higher Education Division (SHED),

Md. Mofakkharul Islam, Senior System Analyst
Technical and Madrasah Education Division (TMED),

Md. Lutfur Rahman, Programmer
Mohammad Maksudur Rahman Bhuiyan,

University Grants Commission (UGC)
Additional Director/Deputy Chief Engineer
70
Annex 3: Key Informant Interview Discussion Topics
The following list of questions and topics were addressed during conducted Key Informant Interviews (KIIs) with
Government stakeholders:
1. Ministry of Primary and Mass Education (MoPME)

• Initiatives taken to make Bangladesh free of illiteracy by 2014.
• Initiatives taken for the development of teaching- learning materials at primary education level;
• Initiatives taken for the development of professional skills of the teachers, making the teaching-learning
Programmes more effective at primary education level;
• Initiatives taken for ensuring of e-services at primary education level sector;
• Nationwide facilities established at primary educational institutions to remove digital divide.
• List of activities that have been coordinated by the Ministry for sharing of experiences and resource;
• Frequency of review in every six months and initiatives taken to keep pace with time line of the Master
Plan;
• Projects undertaken for achieving different targets of the Master Plan for ICT in Education.
2. Secondary and Higher Education Division (SHED) of Ministry of Education (MoE)

• Initiatives taken for the development of teaching- learning materials at secondary and higher education
level;
Programmes more effective at secondary and higher education level;
• Initiatives taken for ensuring e-services at secondary and higher education sector;
• Nationwide facilities established at secondary and higher education institutions to remove digital divide;
• List of activities that have been coordinated by two divisions for sharing of experiences and resource;
Plan;
3. Technical and Madrasah Education Division (TMED) of Ministry of Education (MoE)

• Initiatives taken for the development of teaching- learning materials at technical and Madrasah education
level;
Programmes more effective at technical and Madrasah education level;
• Initiatives taken for ensuring e-services at technical and Madrasah education sector;
• Nationwide facilities established at technical and Madrasah educational institutions to remove digital di-
vide.
• List of activities that have been coordinated by two divisions for sharing of experiences and resource;
Plan;
4. ICT Division
• Initiatives taken for developing skilled manpower in ICT;
• Nationwide facilities established at different educational institutions to remove digital divide.
• Preparation & implementation of policies relating to the use of inexpensive, open, standardized and widely
used software.
• Preparing policies/ standards/ framework (common platform, interoperability and standardization) of ex-
isting Education Management Information System (EMIS) to make exchanges of information easier.
• Creating provision of low-cost connectivity (computer, data network, high speed Internet) meant to facili-
tate exchange of information among MoE, MoPME and all offices and educational institutions under them.
• Developing and patenting of inexpensive Bangla text processing tools (text to speech, screen reader etc.)
and software that enables transmitting of printed matters into audio materials in view of the requirement
of the physically disabled learners and those with special needs.
• Initiating the phase-wise use of open source software in all educational institutions.

5. Directorate of Primary Education (DPE)
• Provision of ICT in education, appropriate to the needs of time, for the learners at primary level;
• Initiatives taken for developing the professional skills of teachers through ICT;
• Initiatives taken for developing teaching-learning materials with the use of ICT;
71
• Initiatives taken for creating learner-friendly environment through infrastructural development of ICT;
• Initiatives taken for building up skilled manpower through the use of ICT in Non-Formal Education;
• Initiatives taken for creating access of common people to NFE through the use of ICT;
• Initiatives taken for improvement of NFE with the use of ICT;
• Initiatives taken to eradicate Digital Divide/ Discrimination at primary and Non-Formal Education sector.
• Initiatives taken to ensure safe and effective use of technology at primary and Non-Formal Education sec-
tor.
6. Directorate of Secondary and Higher Education (DSHE)

• Initiatives taken for ensuring transparency, efficiency and accountability in education management with
the use of ICT;
• Initiatives taken for providing education services at the doorsteps of the people;
• Initiatives taken for ensuring accessibility of all to education management;
• Initiatives taken for the creation of a national educational portal for exchange of all materials and inclusion
of all such teaching-learning materials into it;
• Incentives introduced by the department to ensure use effective use of ICT.
• Initiatives taken to ensure safe and effective use of technology at secondary and higher education sector.
• Initiatives taken to eradicate Digital Divide/ Discrimination at secondary and higher education sector.
7. University Grants Commission (UGC)

• Initiatives taken for the use of ICT for development and creation of opportunities at higher education in-
stitutions;
• Initiatives taken for increasing the use of ICT to enhance the professional skills of the teachers to meet the
needs of the fast-changing society in this age of globalization;
• Initiatives taken for coordination of ICT to upgrade the standard of teaching-learning up to the interna-
tional level;
• Initiatives taken for ensuring the use of ICT to encourage creation of new and fresh knowledge and ex-
changes thereof;
• Initiatives taken for ensuring of proper use of ICT with the objective of making the administrative & aca-
demic activities of the higher education institutions more radical, transparent and efficient;
• Initiatives taken for continuation of the research activities of the universities;
• Initiatives taken to bring in administrative & academic activities of higher education institutions under
automation or a computerized system, which will include administration, finance & accounts, planning &
development, admission & publication of results of all exams, research, recruitment, training, purchase etc.
• Initiatives taken for establishing collaborative arrangements in the area of research of the universities at
national and international levels.
8. Bureau of Non-Formal Education (BNFE)

• Initiatives taken for building up skilled manpower through the use of ICT in Non-Formal Education;
• Initiatives taken for initiating Early Childhood Development Programme (ECDP) with the help of multi-me-
dia materials prepared specially for the poor, slow, disadvantaged children and those living in the distant
areas;
• Initiatives taken for creating access of common people to NFE through the use of ICT;
• Initiatives taken for organizing monitoring activities of the interactive Programmes at regular intervals;
• Initiatives taken for improvement of NFE with the use of ICT.
9. Directorate of Technical Education (DTE)

• Initiatives taken for providing assistance to the learners of technical & vocational education to become
skilled in modern ICT education that is appropriate to the needs of times
• Initiatives taken for developing professional skills of teachers with the use of ICT;
• Initiatives taken for developing teaching-learning materials with the use of ICT;
• Initiatives taken for creating education-friendly environment with the infrastructural development of ICT;
• Initiatives taken for assessment of the demand of technical human resource for national and international
industrial houses and creation of a MIS.
10. Campaign for Popular Education (CAMPE)

• Initiatives co-organized to facilitate prevention of drop out at primary level.
• Initiatives co-organized to make Bangladesh free of illiteracy by 2014.
• Initiatives co-organized to facilitate access of educational institutions nationwide to remove digital divide.
• Initiatives co-organized for creating access of common people to NFE through the use of ICT;
• Initiatives taken for organizing monitoring activities of the interactive Programmes at regular intervals;
• Initiatives co-organized for improvement of NFE with the use of ICT;
• Initiatives co-organized for ensuring people's participation in the implementation of NFE activity.
72
Annex 4: Focus Group Discussion Guidelines
The following list of questions and topics were addressed during conducted Focus Group Discussions (FGDs) with
teachers and students:
1. Pre-primary and Primary Education

• ICT-based teaching-learning materials at primary education level;
• ICT-based professional skill development of the teachers,
• Use of ICT for making teaching-learning effective at primary education level;
• Available e-services at primary education level sector;
• ICT facilities established at primary educational institutions to remove digital divide;
• Activities for sharing ICT-based experiences and resource;
• Provision of ICT in education, appropriate to the needs of time, for the learners at primary level;
• Professional skills development of primary school teachers through ICT;
• Creating learner-friendly environment through infrastructural development of ICT;
• Ensuring safe and effective use of technology at primary education level.
2. Non-Formal Education
• Building skilled manpower through the use of ICT in Non-Formal Education;
• Creating access of common people to Non-Formal Education through the use of ICT;
• Improvement of Non-Formal Education with the use of ICT;
• Early Childhood Development Programme with the help of multi-media materials prepared specially for
the poor, slow, disadvantaged children;
• Facilitate access to ICT materials for removing digital divide;
• Monitoring activities of interactive Programmes at regular intervals;
• Ensuring people's participation in the implementation of NFE activity.
3. General Education at Secondary Level

• Development of teaching-learning materials at secondary and higher education level;
• Development of professional skills of the teachers, making the teaching-learning Programmes more effec-
tive at secondary and higher education level;
• Available e-services at secondary and higher education sector;
• Facilities established at secondary and higher education institutions to remove digital divide;
• Providing education services at the doorsteps of the people;
• Use of the national educational portal for exchange of all materials and inclusion of all such teaching-learn-
ing materials into it;
• Safe and effective use of technology at secondary and higher education sector;
• Eradicating Digital Divide/ Discrimination at secondary and higher education sector.
4. Madrasah Education at Secondary Level

• Development of teaching- learning materials at Madrasah education level;
• Development of professional skills of the teachers, making the teaching-learning Programmes more effec-
tive at Madrasah education level;
• Ensuring e-services at Madrasah education sector;
• Facilities established at Madrasah educational institutions to remove digital divide.
• Activities undertaken for achieving different targets of the Master Plan for ICT in Education;
•

5. Technical Education at Secondary Level
• Assistance to learners of technical & vocational education to become skilled in modern ICT education that
is appropriate to the needs of times;
• Development of professional skills of teachers with the use of ICT;
• Development of teaching-learning materials with the use of ICT;
• Education-friendly environment with the infrastructural development of ICT;
• Assessment of the demand of technical human resource for national and international industrial houses;
• Ensuring safe and effective use of technology at technical education level.
73
Annex 5: Resources used during Desk Review
The following resources were consulted and analyzed during the Desk Review:
• Master Plan for Information and Communication Technology in Education (2012-2021), Government of
the People’s Republic of Bangladesh, 2012;
• National Education Policy, Government of the People’s Republic of Bangladesh, 2010;
• Information and Communication Technology Policy, Government of the People’s Republic of Bangla-
desh, 2015;
• Seventh Five Year Plan FY2016-2021, General Economics Division, Bangladesh Planning Commission,
2015;
• Transforming our world: The 2030 Agenda for Sustainable Development, United Nations, 2016;
• Integration of Sustainable Development Goals into the 7th Five Year Plan, General Economics Division,
Bangladesh Planning Commission, 2016;
• Annual Development Programme of the FY 2018-19, Bangladesh Planning Commission, 2018;
• Incheon Declaration and Framework for Action for the implementation of Sustainable Development
Goal 4, Korea, 2015;
• Mapping of ministries by targets in the implementation of SDGs aligning with 7th Five Year Plan
(2016-2020);
• A baseline survey of Media Literacy among Secondary Students in Dhaka City, SACMID, 2018
• Annual Sector Performance Report, DPE, 2016
• National Student Assessment Report, 2017
• Secondary Education Development Programme Document
• Non Formal Education Development Programme Document
• Third Primary Education Development Programme Document
• ICT Competency Framework, UNESCO, 2018 http://unesdoc.unesco.org/images/0026/002657/265721e.pdf
• In-depth Monitoring of Access to Information, Implementation Monitoring and Evaluation Division, Min-
istry of Planning, 2016
• Situation Analysis of ICT and Mobile Based Literacy in Bangladesh, UNESCO, 2016
• In-depth Monitoring of Optical Fiber Cable Network Expansion in 339 Upazila, Implementation Moni-
toring and Evaluation Division, Ministry of Planning, 2017
74
75
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Ministry of Education

Government of the People's Republic of Bangladesh

MASTER PLAN FOR ICT IN

Printed in Dhaka, Bangladesh

Photos: © UNESCO; Directorate of Secondary and Higher

With support from UNESCO

MASTER PLAN FOR ICT IN

Joy Bangla, Joy Bangabandhu

Dr. Dipu Monio, MP

Mohibul Hassan Chowdhoury, MP

To ensure continued progress in the implementation, as well as to ensure continued relevance, it

Mr. Md. Sohorab Hossain

Dr. Aruna Biswas

ABOUT THE REPORT..................................................................................................................................................... 14

4 CHAPTER 4: RECOMMENDATIONS & WAY FORWARD..................................................................................... 56

Photo: UCEP Bangladesh

◆◆ In order to reach every teacher and student,

The Review Report is divided in five chapters.

4 CHAPTER 4: RECOMMENDATIONS & WAY FORWARD

In addition, it was intended that the Master Plan is reviewed

16 Photo: UCEP Bangladesh

1.2 Review Approach

Preparation Data Collection

1.4 Data Collection

1.5 Data Analysis and Reporting

1.6 Consultation and Review of Draft Progress

1.7 Scope and Limitations of the Review

20 Photo: Directorate of Secondary and Higher Education

• 2.1 Key Findings • 2.5.3 Secondary and Higher Secondary Education

2.1 Key Findings

1. ICT enhancing the teaching-learning 5. Ensuring transparency, accountability and

2.2 Findings on Ownership, Supervision and Review

Building up of a knowledgeable, fair and just society Developing teaching-learning environment

2.4 Findings on Implementing Strategies

2.5 Findings on Work Plan of the Master Plan

The following chapters examine progress within each of the 7 sub-sectors:

Pre-Primary Non-Formal General Madrasah Technical and Higher

Education Administration - Chapter 2.5.7

24 Photo: Barabakia Government Primary School, Pekua, Cox’s Bazar

Ultra-modern ICT labs have

1.1 ICT has Photo

Objective 2: Developing the professional skills of teachers through ICT

Objective 4: Creating learner-friendly environments through infrastructural development of ICT

28 Photo: RDRS Bangladesh

Objective 3: Improvement of Non-Formal Education with the use of ICT

3.1 The joint development of subject-based interactive multi-media learning materials

Photo: Directorate of Secondary and Higher Education

Type of Institute Total No of No of Computer No of No of

Secondary School-Public 404 462 5769 1114

Objective 2: Development of professional skills of teachers through ICT

Objective 3: Developing teaching-learning materials through ICT

3.1 Teachers, specialists in education material development and specialists in education

4.13 No quality Education programmes to be screened on TV have been prepared. As a result,

Photo: Directorate of Secondary and Higher Education

Objective 2: Developing of professional skills of teachers with the use of ICT

Objective 3: Developing teaching-learning materials with the use of ICT

3.1 Teachers, specialists in education material development, and specialists in education

Objective 4: Creation of education-friendly environment with the infrastructural development of ICT

40 Photo: UCEP Bangladesh