Training &

Development Practices in Education Sector

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 INDEPENDENT UNIVERSITY, BANGLADESH

Group name: Infinity

Human Resource Management

HRM 301, Section: 6, Spring 2016

Instructor: Md. Awal Al Kabir

Group Member ID
Sharif Mostofa Saikat 1330253

Shahriar Haque 1410517

Naimur Rahman 1420766

Lutfun Naher Anonna 1410391

Sayed Md Fakhrul Islam 1421554

2
Date:
Md. Awal Al Kabir
Assistant Professor
School of Business Administration
Independent University, Bangladesh
Bashundhara, Dhaka

Subject: Submission of assignment on “Training and development in education sector”.

Dear Sir,
Here is the assignment that we assigned on the topic as per your instruction. The assignment
has been completed by the knowledge that we have gathered from the course “Human
resource management HRM301”.

We are thankful to all those persons who provided us important information and gave us
valuable advices. We would be happy if you read the report carefully and we will be trying to
answer all the questions that you have about the assignment.

We have tried our level best to complete this assignment meaningfully and correctly, as much
as possible. We do believe that our tiresome effort will help you to get ahead with this sort of
venture. In this case it will be meaningful to us. However, if you need any assistance in
interpreting this assignment please contact us without any kind of hesitation.

Thanking you.
Yours obediently,
(NAME)
On behalf of the Group Infinity

3
 Bangladesh Open University
The need for an open university in Bangladesh was felt long ago. The history of distance
education in Bangladesh dates back to 1956, when the Education Directorate was assigned
with the responsibility for distribution of 200 radio receivers to educational institutions. This
led to the creation of an Audio-Visual Cell, which was upgraded to Audio-Visual Education
Centre in 1962. No further progress in distance education was made till 1971.

After Independence, Bangladesh faced the challenge of meeting the educational needs of mass
people. To meet this challenge the necessity for a new mode of education was widely felt. As
a sequel to that feeling, the School Broadcasting Pilot Project was launched in 1978. The
project was transformed into National Institute of Educational Media and Technology
(NIEMT) in 1983.

NIEMT was later replaced by the Bangladesh Institute of Distance Education (BIDE) in 1985.
Apart from producing audio-visual materials, BIDE offered the Bachelor of Education (B.Ed)
program in distance mode. The success of BIDE encouraged policymakers to take up a major
plan for establishing an open university. The plan became a reality in October 1992 when
the Bangladesh Open University Act 1992 was passed in the Parliament.

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Bangladesh Open University (BOU) at a Glance :

Established October 21, 1992

Type Public University

Mode of Delivery Open and Distance Learning

Chancellor Md. Abdul Hamid

Honorable President of the People’s Republic of
Bangladesh

Vice-Chancellor Prof. Dr. M A Mannan

Pro-Vice Chancellor Prof. Dr. Khondaker Mokaddem Hossain

Treasurer Prof. Md.Abu Taher

Total Students (Formal 4,99,936 ( Session: 2013-2014)

Programs)

Location Board Bazar, Gazipur, Bangladesh

Area 35 Acres

Academic Schools 6

Administrative Divisions 11

Total Academic Programs 51 (Formal Programs:32; Non-Formal

Prorgams:19)

Regional 12
Centers/Campuses

Sub-Regional Centers 80

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Study Centers 1451

Total Teachers/Tutors 24755

Examination Centers 1194

Affiliations/Membership  The Commonwealth of Learning (COL)

 SAARC Consortium on Open and Distance
Learning (SACODiL)
 Asian Association of Open Universities
(AAOU)
 International Council for Open and Distance
Learning (ICODL)
 Association of Commonwealth Universities
(ACU)
 Commonwealth Educational Media Center
for Asia (CEMCA)
 Association of SAARC Universities (ASU)
 Global Alliance for Transnational Education
(GATE)
 International Research Foundation for Open
Learning (IRFOL)
 Commonwealth Open Schooling Association
(COMOSA)
 International Council for Open and Distance
Education (ICDE)

 Open University of Sri Lanka

 Open University,UK
International

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 Collaboration  Open University of Malaysia

On-going Projects  Development of E-Learning Centre and

Interactive Virtual Class Rooms by Korean
International Cooperation Agency
 INSPIRE Project for Development of English
Teaching by British Council

Theoretical Context of the Needs for Methodological Competences of

Teachers

The complexity of teacher profession permeates the needs for a teacher to be trained and
professionally developed in a way that will in a better way address the essence and the level of
profession complexity. It is possible to do so through the acceptance of a model according to
which a teacher is a reflective practitioner, with reflectivity as a feature permeating the
profession of a teacher; this is the imperative of the time we live in – postmodernism, a period in
which radical pluralism has become more serious and has been accepted as a basic social order,
with pluralistic patterns of thought and action prevailing in it, to the extent of creating a
dominant and obligatory stand. If we explained pluralism as a mere manifestation of growth, its
essence would remain beyond understanding. For many it is a positive vision, inseparable from
real democracy… It is not possible, and it is not even necessary to go into details of the
characteristic of postmodern thinking, but it is important to at least state its simplified
paraphrasing, getting into the essence of teacher competences. So, free paraphrasing of the

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features of postmodern thinking would refer to the following: • pluralism of perspectives,
meanings, methods, values – everything! • search for ambiguous meanings and the respect for
them as well as for alternative interpretations, many of which are ironic and unintentional; •
criticism or negative attitude towards Grand narrations which should explicate everything.

This refers to great scientific theories, as well as the myths in our religions, nations, cultures and
professions which are to explain why things are as they are; • the acknowledgement that – having
in mind that there is a pluralism of perspectives and ways of gaining knowledge – there are also
multiple truths (Gojkov, G. 2011: 21). Having the above stated standpoints in mind, it seems
necessary to consider the issue of the paper from the angle of meta-theory of pedagogy which is
at the moment seen as a road towards more efficient consideration of the fact that there is no
“real pedagogy”, but various conceptions, scientific standpoints and their hidden grounds, as
well as their consequences for research methodology and pedagogic practice.

From the angle of teacher competencies this means a need for abilities, i.e. competencies of
teachers to consider different pedagogic conceptions at the level of scientific theory, with the aim
to precise and explicate the grounds for creating of different pedagogic theories, in order to more
closely deal with the questions referring to the notional framework of various pedagogic theories,
the systems based on certain pedagogic conception, differentiation between methodological
movements and research methods within them, the effects that comprehension of science has on
pedagogic practice (ibid, p. 23). The teacher who is not capable of differentiating between the
stated issues is left on his own, with his/her hands tied, wandering in the dark and trying to apply
something she has seen or heard, not knowing why and to what an extent it will be efficient.
Teacher competence is also important in the sense of having one’s own pedagogic theory built,
as well as having one’s own views on the issues of upbringing and education.

Those already mentioned and other conditions have imposed the need for teacher competencies
in the era postmodernism to be re-examined, together with the ways according to which
pedagogy, i.e. education and its agents, i.e. teachers should help in introducing a change in the
society, giving it, according to the assessment of critics a false scientific determination. Teacher
competences implicitly imply reflections on the philosophy of the present moment, or, viewed
from another angle, to what an extent the philosophy of postmodernism has influenced such a
status of pedagogy; how much as the above-mentioned reduced the understanding of education,
determining it merely according to usability and its powers to execute social tasks. Is this true
and, if it is, to what an extent, and what are the practical consequences for teacher competences?
Meta-theory of pedagogy is at the moment seen as a road towards more efficient consideration of
the fact that there is no “real pedagogy”, but various conceptions, scientific standpoints and their
hidden grounds, as well as their consequences for research methodology and pedagogic practice.
From the angle of teacher competencies this means a need for abilities, i.e. competencies of
teachers to consider different pedagogic conceptions at the level of scientific theory, with the aim
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to precise and explicate the grounds for creating of different pedagogic theories, in order to more
closely consider the issues of pluralism of pedagogic theories and possibilities of their
application (Ibid, 78). Therefore a reflective teacher, a professional has to be capable and
sufficiently confident in his/her own research skills to undertake classroom.

Based enquiry that can effectively try out and evaluate the effectiveness of new ideas in his or
her own classroom. These teachers will not simply adopt didactic models they meet in the
literature, or the mentioned simplified presentations of a cognitive style, they will read further
and search for answers to these questions to decide whether it is worth trialing the ideas in their
own teaching, with possible adaptation and final adoption. The result would be a teacher
professional, i.e. reflective practitioner, who will not only be searching, critically considering
and comparing a whole range of resources, including, where available, the current research, but
(s)he will, as a researching professional, be able to test and modify the approaches through the
cycles of carefully evaluated (action, empirical) research he himself has undertaken in his own
classroom.

This proactive characteristic of a reflective teacher is a basis for the competences enabling a
teacher understand the problems noticed in practice as a part of the complexity of teaching and
learning phenomena, a detail in specific educational context which cannot be easily generalized
and assumed relevant for other contexts. This, of course implies a sound methodological-
theoretical grounds and the ability to transfer what has been researched into practice.
Pedagogical methodology plays an important role in the formation of the cultural profile of the
teacher, since it facilitates communication, helps develop a culture of communication through the
written word, and provides easier monitoring of scientific development ( Kundacina, 2003: 221-
235). Research practices and methodological qualifications include not only theoretical
knowledge and methodological knowledge of measurement, but also a very specific knowledge
of selecting and applying appropriate methodological and statistical procedures and data, and the
presentation of research results at professional forums and gatherings. It involves a specific
methodological competence, methodological skill, and methodological education of teachers.
Unfortunately, similar studies in the region have not been found in the available sources; as a
consequence, there was no an orienting-point for either research design or comparison of the
findings, opening up possibility for an empirical research and leaving space for subsequent more
certain grounding of the hypothesis and more serious research projects.

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Oraganogram of Bangladesh Open University

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This is the organogram of Bangladesh Open University.

Dr. M A Mannan, Professor of Management at the Faculty of Business Studies, University of

Dhaka joined as Vice Chancellor of Bangladesh Open University on 24th March 2013.
Secretariat of Vice Chancellor are Mr. Md. Atiqur Rahman (joint Director), Mr.Mohammad
Habibuzzaman (deputy Director), Mr.Kamolesh Dhar (Administrative Officer), Mr.Md Abu
Kaisar (Administrative officer )

Professor Dr. Khondoker Mokaddem Hossain is currently the Pro-Vice Chancellor of

Bangladesh Open University. Secretariat of pro vice Chancellor are Mr. Allauddin Mahmud
(Assistant Director), Mohammed Mahafuzar Rahman (Administrative Officer), Dinesh Chandra
Das (WPO/R), Mohammad Abdul Hamid (LDA), Md. Baharul Islam (MLSS).

Eminent Management and research scholar Professor Dr. Md. Abu Taher has joined as the
Treasurer of Bangladesh Open University (BOU) on the 23rdDecember 2013. Secretariat of
Treasurer is Md Mamun Miah (Administrative officer).

Administration is responsible to provide administrative support and to expedite the academic

activities of BOU that functions in collaboration with schools and divisions. Besides these the
division has to ensure the implementation of the decisions taken by the Board of Governors,
Academic Council and other statutory bodies formed under the Act of BOU. The division
consists of 9 departments and each has its own responsibilities. The departments are as follows:

i) Registrar’s Office
ii) General Administration
iii) Council
iv) Personnel-1 (Teacher & Officer)
v) Personnel-2 (Staff)
vi) Training & Research
vii) Procurement
viii) Transport &
ix) Medical Services

The Vice-Chancellor is the chief executive and academic officer of the university. However, the
whole administration is supervised by the Registrar.

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 Training and Development of Educational Sector

Institute of Education and Research (IER)

University of Dhaka was first established IER (Institute of Education and Research) 1960. Initial
stages of IER, including advanced overseas training of teachers. On july 1, 1960 with 33
students of one year M.ED degree program. . University of Dhaka is an apex institute in the field
of professional education in Bangladesh. It is the only Institute of its kind under the public
universities of Bangladesh which offers teaching programs leading to higher professional
degrees, conducts advanced research studies and provides extension services in education.

IER establish to promote this fellow objects :

 To promote and Provide facilities for advance study and research in Education.
 To provide teaching and guidance to prepare candidates for the degree of M. Ed (Master
of Education)
 And further training for them who are qualified to engage in educational work.
 To provide service for those concerned with higher education in the University teaching
department.

Recently Jagannath University also started IER (institute of Education and Research)

At present the programs offered by IER are follows :

 Four years Bachelor of Education (Hon.)Program.

 One year master of Education Program
 Two years part time (evening) M.ED program
 Two years master of Phil program
 Thesis based Ph.D program in Education.

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In National University, their have 14 teachers training college. This training college is for
teachers. (for high school and above). All the teacher training colleges are now under
National university.
IR gives 4 years Honours degree . They Give another 1 year training after passing. From
1971 Honours program have started by Dhaka City College.

National Academy For Primary Education

National Academy for Primary Education (NAPE) is situated in Mymensingh, Bangladesh.

NAPE is the apex institution for training research, academic supervision and educational
management of primary education in Bangladesh.

Primary teachers are get interview under this institute. Over Bangladesh their have 54 primary
training institute (PTI). It is controlled by NAPE and certificated by IER of Dhaka University.
And this program is called Diploma in Education.

NAPE vision is to be the centre of excellence of primary Training and research. Mission is to
cater as the apex institution, training and follow up service for the stakeholders of primary
education in Bangladesh.

Bangladesh Open University

 In Bangladesh Open university (BOU) gives three kind of teachers training like Audio-
Visual Education Centre (AVEC), National Institute of Educational Media and
Technology (NIEMT), Bangladesh Institute of Distance Education (BIDE).
 They (BOU) also give M.ED programs which is open for all (primary teachers to
institutionalist)
 B.ED (Bachelor of Education) is for High school teachers.
 Under the school of education their have Certificate in Education (C.ED) program for
primary teachers.
 In Bangladesh Open University they run 3 programs . Distance Education is one of them.
On this program BOU provides students books which is special for distance education.
This programs is also broadcast in television and radio.
 Only BOU run this distance education and other institution follow the traditional method
of training.

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  Timing of training programs : B.ED (Bachelor of Education) is 1 year, C.ED (Certificate
of Education) is 1 year, Under PTI their have a program called Diploma in Education is
for one and half year. Both National University and IER is 1 year.
 Under Bangladesh Open University training program is for one and half year.
 Institution of Education and Research organized M.ED in Day time for professional
.classes are conducts 5pm to 9pm. It’s a 1 or 2 years program . it’s a choose of student. If
he wants to complete in 1 year he has to attend 4 classes in a week . or if he wants to
complete in 2 years he has to attend to 2 classes in a week.

Formal and Non-formal Academic Program :

Sl Name of the Schools Formal Academic Programs Non-Formal

Programs
Program Name Code

1 School of Education Master of Education (M.Ed) 02 Environmental

Education (with
SST)

Bachelor of Education (B.Ed) 59 Maternity and Child

Care (with SST)

Certificate in Education (C.Ed) 01

2 School of Social Master of Arts (MA)/Master of

Science, Humanities Social Science (MSS)(Proposed)
and Language (SSHL)
Bachelor of Arts (BA)/Bachelor of 23
Social Science (BSS)

Bachelor of Law (LLB 4-Year

Honors)

Bachelor of English Language 22

Teaching (BELT)

Certificate in Arabic Language 21

Proficiency (CALP)

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 Certificate in English Language 20
Proficiency (CELP)

3 Open School Secondary School 10 Basic Science

Certificate (SSC)

Higher Secondary Certificate 11 Mathematics

(HSC)

Bachelor of Business Studies 15

(BBS)

4 School of Business Certificate in Management (CIM) 30

Bachelor of Business 32
Administration (BBA)

Post-Graduate Diploma in 31
Management (PGDM)

Master of Business Administration 33

(MBA)

Commonwealth Executive Master 71

of Business Administration

Commonwealth Executive Master 71

of Public Administration

Master of Business Administration

(MBA) Program for 4-Year
Business Graduates (Proposed)

Evening MBA (Proposed)

5 School of Agriculture Bachelor of Agricultural Education 40 Seed Production

& Rural Development (B. Ag. Ed) Technology
(SARD)
Diploma in Youth in Development 43 Production of field
Work (DYDW) Crops

Certificate in Livestock & Poultry 42 Horticulture

(CLP)

Certificate in Pisciculture & Fish 41 Plant Protection

Processing (CPFP)

Animal Science

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 A forestation

Fisheries

Farm Machineries

Rural Development

6 School of Science and B.Sc in Computer Science (4-Year Health and

Technology (SST) Honors) Nutrition

Diploma in Computer Science and Population Studies

Application Program (DCSA)

B.Sc in Nursing (BSN)

M.Phil Program
PhD Program
(to be launched in the next session)

(this is under pubic university)

In Private Sector

Private University also have B.ED and M.ED program. So far both Asian University and
Northern University organizes B.ED program. M.ED program is held by Northern University
which is organized in day time (info. Is collected in 2007-2008)

(its all formal program)

Teaching Quality Input

Under Bangladesh Government , they organizes other training for education sector. Like
Ministry of Education runs a training for secondary teachers this program is called TQI2
(teaching Quality Input)

This kind of program Is for short term period like 3 months or 2 months or 1 months. This
program established to improve teaching. Like A To I program for Access to information. This
program is for teachers development in technology. This program held for 2 weeks and
continuously runs after 3 months. Like TQI2 is organized under Ministry of Education for
secondary teachers.

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All of the year NAPE organizes training for teachers in a short term period. Subclaster training is
organized in 1 months or 2 months later for 1 or 2 days. It’s a short term program.

For Formal Program – B.ED, M.ED, C.ED (short term programs) sometimes teachers have to go
abroad for training. Like TQI 1 program most probably 700 teachers went to abroad like
Australia, Canada, New Zealand , Philippines , Malaysia for 2 months in each country.

National Academy for Educational Management (NAEM)

National Academy for Educational Management (NAEM) is an apex institution under the
Ministry of Education entrusted with the responsibility of training heads of educational
institutions and education functionaries. In addition, it provides foundation training to the new
entrants of Bangladesh Civil Service (General & Technical) Education Cadre Officers. It offers
courses on education management, planning and administration, conducts educational research
and provides policy support to the Ministry of Education.

NAEM gives training for all secondary and college teachers for short term like 3 months or 2
months or 1 months. But this kind of training is not formal training.

NAEM objectives To provide professional and technical support to the education sector for
improving institutional capacity on education management and administration.
To promote increased efficiency and effectiveness on the management and administration of the
post-primary education sub-sector.

The Academy conducts six basic training courses as priority basis. These are

(a) Foundation Training Course for BCS Education (General & Technical) Cadre Officers

(b) Senior Staff Course on Education and Management (SSCEM) for Professors of different
subjects

(C) Advance Course on Education and Management (ACEM) for Associate Professors of
different subjects of different government colleges

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(d) Educational Administration and Management Course for Principals and Heads of Secondary
and Higher level institutions

(e) Educational Research Methodology Course for selected members of BCS Education
(General? & Technical) Cadre Officers and

(f) Education Planning and Development Training Course.

NAEM Course :

Name of course Duration

SL

Communicative English Course for Secondary

1 3 wks
Level Eng. Teachers

Training Course on ICT for Secondary Level

2 3 wks
Teachers

Education Administration and Management

3 2 wks
Course (DEO & Others)

Educational Administration and Management

4 3 wks
Course for Principals & Sr. Madrashas

5 ICT Course for Secondary Level Heads 1 wk

English Language Teaching Course (ELT) for

6 2 wks
Secondary Level Teachers

Educational Administration and Management

7 3 wks
Course for Principals & Sr. Madrashas

Educational Administration and Management

8 3 wks
Course for Secondary Heads

9 Satellite Training Course 1 wk

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 Communicative English Course for College
10 2 wks
Level Eng. Teachers

11 ICT Course for Secondary Level Heads 1 wk

English Language Teaching Course (ELT) for

12 2 wks
Secondary Level Teachers

Advanced Course on Education and

13 45 days
Management (ACEM)

14 Satellite Training Course 1 wk

Communicative English Course for Secondary

15 3 wks
Level Eng. Teachers

Training of Trainers Course (ToT) for Officers of

16 2 wks
Educational Inst.

17 ICT Course for Secondary Level Heads 1 wk

Education Research Methodology Course

18 1 mth
(ERM)

19 Satellite Training Course 1 wk

Special Foundation Training Course (FTC) for

20 2 mths
Officers of govt. TTC.

Training Course on ICT for College Level

21 3 wks
Lecturer

Communicative English Course for College

22 3 wks
Level Eng. Teachers

Educational Planning and Development Course

23 1 month
(EPD)

English Language Teaching Course (ELT) for

24 2 Weeks
Secondary level English Teachers

Educational Administration and Management

25 3 wks
Course for Secondary Heads

Office Management Training Course for Officers

26 2 wks
under MoE

Project Management Training Course for

27 2 wks
Officers under MoE

Refreshers Course on Educational

28 Administration and Management Course for 2 wks
Heads of Secondary Level Inst.

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 29 Satellite Training Course 1 wk

SCAEB Project :

SCAEB is a training that are for English , Mathematics and Science teachers. To upgrades
education in English, mathematics science Ministry of education organizes this project. We have
lacks of expert teachers in these subjects in our country . Nowadays there is not any teacher who
is doing ONRS or Masters in English . So this training is Mandatory. Though before this training
were popular , Teachers who has no good skills in English have to teach English subjects.

Diploma in Education for Primary School Teachers (DEPST)

Diploma in Education for Primary School Teachers was added subsequently in the IER. The Ph.
D. program in exculpation is offered to specially selected candidates. Over the years IER has
diversified and expanded its programs. For providing highly qualified professionals for the
education sector, IER took the initiative and introduced the Integrated Bachelor of Education
(Hons.) program from 1994-95 session.

As its a teachers training , teachers need to do practical in classroom , how to teach in classroom.
The recruitment process is done by Giving Admission tests to the Candidate teachers.
At the old time of Selection process , senior teachers get first selection , cause of their
experiences. The first 5000 had been selected from the elder teachers.

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Purpose Of Training :

Teachers Training have mainly 3 purposes ,

1. Knowledge
2. Skills
3. Behavior.
This trainings are a program of 1 year period.

Learning Theories :

Before This training methods , Teachers teach their students by Mental and Physical pressure.
But nowadays teachers are learning the students by giving them tasks. This is called LEARNING
BY DOING.
Teacher have to do training for How to continue a class , and then they have to take 60 classes in
schools. Teachers have to take group study methods for quality improvements. Theoritical
classes are manditory for trainees. Trainers provides books , the need to study them and have to
give tutorials in 4 fridays per month. Trainers give the demonstrations of taking classes ,Then
trainee teachers have to 21 classes , which means 3 weeks.

Real Class Simulation :

It is the process of taking classes and monitoring the students. 20 students have been selected for
taking classes, trainee teachers have to lead them .
Alternative : Record Microteaching.

POST Evaluation

Trainees have to give a final Theoretical exam which includes 60% marks and 40% in Classroom
teaching. In this way , Trainee Teachers are evaluated.

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Bangladesh Madrassa Teacher Training Institute

Bangladesh Madrassa Teacher Training Institute (BMTTI). They are actually providing trainings
for all Madrassa teachers basis on the requirements. Under this program they trained basically
secondary and hair secondary Madrassa teachers, and they trained teachers on different subjects
like Math, Science, Arabic, Biology, Islamic Studies, ETC for developing their skill and
performance too.

Technical Teachers Training collage

The Technical Teachers Training College operates under the executive direction of the Ministry
of Education, Government of the People’s Republic of Bangladesh acting through the
Directorate of Technical Education.

The academic programs however, function under regulations of the Bangladesh Technical
Education Board (BTEB) and of the University of Dhaka for two levels of program : namely, the
Diploma-in-Technical Education and B. Sc-in-Technical Education respectively.

They are mainly trained all Polly technical teachers. They are providing trainings with new, most
recent or updated equipment and working aides so that they can use and train his or her student
in proper away.

In the midst of changing technological and development the urgency of upgrading and updating

teachers is paramount. This can only be ment by provision of short courses. Hence such courses

ranging from three days to two weeks have become a regular feature of TTTC activities. These

short courses are arranged in a variety of areas of study which inter alia, include the following.

 Teaching methodology with particular emphasis given to practical teaching of technology

and science.
 Resource production and development.
 Curriculum Development.
 Management for Senior Polytechnic staff.
 Development of communication skills.
 Computing.

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These short courses aim to meet both the institutional and individual needs of the Technical-

Vocational Education and training systems of the country.

Some special programs have included the following areas of activity:

 Development and publication of teachers guides for Dip-in-Engineering offered in

the polytechnics.
 Design, development and production of teaching aids and equipment for
polytechnics.
 Training of trainers.
 Conduct of study and research in the areas of curriculum development,
technology and special needs of technical-vocational education and training
system.

Vocational Teachers Training Institute, Bogra.

They are mainly providing trainings for vocational teachers, from all Vocational institutions in
Bangladesh.

Most Recent Training Programs.

Most recently our government started a training programs for collage teachers in teachers
training collage. Only five district have this kind of training center and they are
Comilla,Barishal, Khulna, Rajshashi, Mymenshing. This centers provides every higher
secondary subjects training for college teachers. None government college teachers also can get
training here with a course duration of 6 months to 1 year.

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The main content of the teacher training is as follows:

1. Inclusive education and its objectives.

2. Experiences of other countries on inclusion.

3. Orientation for various types of disabilities.

4. Present situation in education and various education approaches.

5. How to include children with different impairments in education.

6. Practical visits to schools involving learners with trainings.

7. Special interventions in training for new teachers.

8. Importance of orientation, mobility and daily activities trainee teachers

9. Needs identification and assessment.

10. Classroom adaptation and seating arrangements in the classroom.

11. Alternative communication.

12. Sharing about co-curricular activities of the school.

13. Behavior management.

14. Planning and evaluation.

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RECOMMENDATIONS

 There is a need to carry out a comprehensive survey to identify the magnitude of

the children so that it is possible to understand the nature of disability and
identify the needs of students by training .

 Initiating change in favor of inclusive education should involve mobilizing

opinion, and building consensus among the general public, policy-makers and the
international community.
 Awareness programs on inclusive education should be organized through
seminars,
workshops and media projections.
 Currently, the education of children with disabilities is the concern of the Ministry
of Social Affairs. For this reason, it is difficult to mainstream the program .
Education for children with disabilities needs to be addressed by the Ministry of
Education. At Train the teachers for this.

 Instead of separate education policies for students there should be one education
policy for all children.
 Since education of children requires comprehensive and strategic involvement
and coordination among departments and others catering , an inter-agency
coordination structure should be developed to facilitate responses to the special
needs of students.

 There should be greater coordination among trainers, the government resources

can be pooled at all levels and allocated to different components of education.
This will lead to increases in access and quality of learning, particularly for
students

 Increased and realistic budgets should be allocated to facilitate systematic

inclusion of training in mainstream education.
 Initiatives should be taken to develop functional screening skills at the school
level, and
 provide assessment facilities for easy identification. National and regional
resource centres should be established to provide support and services to schools.
 Accessibility to school should be improved by making minor modifications to the
physical structure of training places.
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REFERENCES :

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