Introduction:

Bangladesh has made impressive gains in access to education; and recognizing the importance of
improving quality in the education sector to meet the Millennium Development Goals (MDGs)
and Education for All (EFA) targets, the Government has launched several reform measures to
address this issue. The growth of education, especially secondary education for girls, has been
perhaps Bangladeshs most dramatic achievement in the last two decades. Compared to other low
income countries, Bangladesh stands out as a shining success story in primary and secondary
education, along with countries such as Nicaragua, Vietnam, and some countries of the erstwhile
Soviet Union. Bangladeshs success is especially commendable because the growth in education
took place within a democratic regime and started from a really low base. What is more startling
in Bangladesh is that the spectacular increase in girls education has led to the reversal of a
number of well-established patterns!
Here the education system is divided into 4 levels-- Primary (from grades 1 to 5), Secondary
(from grades 6 to 10), Higher Secondary (from grades 11 to 12) and tertiary. Alongside national
educating system, English medium education is also provided by some private enterprises. They
offer 'A' level and 'O' level courses. There is also Madrasa system which emphasizes on Arabic
medium Islam-based education. This system is supervised by the lone Madrasa Board of the
country.
Although there have been satisfactory progress in certain areas in achieving the goal of universal
access to education, there are still many challenges that must be met in realizing fully the MDG 2
targets. Despite improvement in certain aspects of basic education in quantitative terms, quality
of education remains to be a great cause of concern for the government, policy makers, donors
and others concerned. A number of initiatives are already put in place with a view to addressing
this critical issue. Nevertheless, the challenges like eradicating acute poverty, improving capacity
to implement big projects, improving efficiency in managing the primary education system,
providing quality education through well trained and well-motivated teachers, providing
appropriate classroom, toilet and safe drinking water facilities, designing need based curriculum,
spontaneous community participation in managing the education programs remain on the way to
especially developing the primary education sector and achieving the millennium development
goal within the stipulated time frame. This however warrants designing appropriate strategies
keeping in view the actual demand of the target population to face the challenges and making an
effective primary education sector. This will create a strong foundation for producing quality
human resources with adequate ability to make significant contribution to the eradication of
Poverty at present the biggest challenge ahead of the country

1. Bangladesh is working to establish some strategic priorities that strengthen educational

opportunities for all. In order to ensure continuous economic growth as an emerging
economy, the country priority is to develop its educational infrastructure and make
education available, accessible, and affordable for every citizen, particularly women
living in rural and semi urban areas and among ethnic and religious minorities. The GoB,
donor agencies,and NGOs are supporting and encouraging especially female participation

at the tertiary level, in all fields and without discrimination. To do this support like
reduced fees and microcredit is helping increase female student as well as overall
enrollment in technical, vocational, and professional programs that will lead to a
promising Bangladesh. The Office Development Assistance (ODA) to the community by
explaining the development process and facilitating solutions to problems that may arise
during the implementation is relatively poor here.
2.

"South-South Cooperation is a conscious, systematic and politically motivated system,

developed with the aim of creating a structure of multiple links between developing
countries but internationally accepted of south-South Cooperation is yet to be depicted in
the National Education Policy of Bangladesh, but the country is following South-South
Cooperation in the context of achieving the goals set at the millennium development
goals (MDGs).

3. Yes, Bangladesh government has been engaging private sector to promote the
development of the education sector though the Education in Bangladesh is basically
state financed-----Bangladesh at the time of liberation in 1971 was dominated by public
sector activities and state initiatives, schools, universities too were public sector
institutions but when the demands for all level of education increased they could not be
absorbed by the existing public institutions. Since the state could not fund the
establishment of new institutions it considered the option of non-state institutions. Private
sector in Bangladesh no doubt is contributing to responding the social demand for
education absorbing a good number of students. But there need to introduce the quality
control mechanism in private sector, here strategy for Official Development Assistance
(ODA) can be used. BRAC, Grameen Bank and other NGOs are working as a private
sector mentor,CAMPI,Manusher Jonno,Steps towards development-----Higher Education
more
4. Education related normative frameworks are endorsed here. Several international
declaration signed over the last decades, are helping to promote education for all by
eliminating inequalities in both society and education systems ,national education policy
also attempted to address education related normative frameworks .Two major reforms
endorsed inclusion: The Second Primary Education Development Programme-I and II
(PEDP) and Teaching Quality Improvement Project. Other initiatives are promoting
collaboration between state and private agencies. UNESCO is promoting international
cooperation in the field of education, science, culture and communication UNICEF is
working here for childrens including their survival and development and protection.
Bangladesh ratified the Convention on the Rights of the Child (CRC) in August 1990,
Bangladesh ratified the ILOs Indigenous and Tribal Populations Convention, 1957 (No.
107) in 1972, and is home to around 3 million indigenous people (Adivasis and Jumma),
from 45 different ethnic groups, who between them speak over 30 different
languages..
5. For improved functioning of the education sector with a view to enhancing its role in
promoting growth with equity in Bangladesh, some areas can be identified as key issues
that need to be addressed in the future. The issues of access, equity and quality however

being intertwined have to be looked at in totality in an integrated manner, and the

strategies to address them must also look at the key areas simultaneously, not in a
piecemeal fashion. So regional economic and social integration is influencing the
direction of the education development in Bangladesh. The economic, political and social
fallout of partition interacted in ways that undermined the possibility of regional
integration, so Bangladesh is looking forward for further development regional
integration in regard to education with other countries, projects names should be
incorporated
6. Yes, Bangladesh is engaged in knowledge exchange and sharing because there is an
unprecedented demand for and a great diversification in higher education, as well as an
increased awareness of its vital importance for sociocultural and economic development,
and for building the future, for which the younger generations will need to be equipped
with new skills, knowledge and ideals. In Bangladesh higher education is faced with
great challenges and difficulties related to financing, equity of conditions at access into
and during the course of studies, improved staff development, skills-based training,
enhancement and preservation of quality in teaching, research and services, relevance of
programmes, employability of graduates, establishment of efficient co-operation
agreements and equitable access to the benefits of international co-operation.
Bangladesh is engaged with Global Development Learning Network's (GDLN) of
the Asia Pacific Region. Initiated by the World Bank (WB) in 2000, the GDLN is a
partnership of over 120 recognized global institutions in over 80 countries for the design
of customized learning solutions for individuals and organizations working in
development.
7. Dr.Sirajul Haque ,director ,planning will let us know about it by tomorrow.
8. Skills development is the shared responsibility of government, employers and individual
workers, with social partners playing a critical role. Skills are fundamental to, but not
sufficient for, gaining decent jobs: linking skills with employment opportunities and
decent work is critical, and skills need to be an integral part of economic growth and
employment strategies. Because of the socio economic reason many students in
Bangladesh are kept here at home to work. School interferes with seasonal harvesting, an
activity of both girls and boys. But girls labor fetching water, taking care of younger
siblings was a daily necessity. Parents weighed the value of that labor against what
girls were getting from school. So they remain as unskilled labour. Many sectors in
Bangladesh need the skilled labour like garment ,service ,shipping etc, we have to grab
the internal and external market .On the other hand efforts in development cannot fully
succeed if womenwho constitute roughly half the populationfall behind. By making
education accessible for women and ensuring an environment conducive to learning,
Bangladesh is trying to create opportunities to reach its full potential and hence to trying
for capacity building,sustainability incorporate