Comparative Analysis of Bangladeshs National Education Policy 2000 & 2010

COURSE TITLE: UNDERSTANDING PUBLIC POLICY (905)

SUBMITTED BY Sajid Karim Roll No: 365 Section: B st Batch) (2nd Semester) M.S.S. (1 Department of Political Science University of Dhaka Email: sajidkarim87@gmail.com

DATE OF SUBMISSION 10/06/2012

Contents
Serial No. 1 2 3 4 5 6 7 8 9 10 11 Contents Introduction The Education sector of Bangladesh Laws and other basic regulations concerning education Administration and Management of education sector of Bangladesh Budget of Education sector in Bangladesh Ministry of Education (MoE) Historical Background of Education Commissions and Committees of Bangladesh Significant Facets of Bangladeshs Education Policy National Education Policy 2000 National Education Policy 2010 Comparative analysis of National Education Policy 2000 and 2010 Key Issues that need to be addressed Policy Recommendations: Priority Action Points Prerequisites for a suitable and appropriate National Education Policy Bangladesh National Education Policy: An autopsy Conclusion Page No. 1 2 3 3 4 4 7 8 10 11 12

12 13 14 15 16

25 28 29 31 31

Introduction: The state shall adopt effective measures for the purpose of establishing a uniform, mass oriented and universal system of education.1 The constitution of Bangladesh says the state shall adopt measures to establish a uniform, mass-oriented and universal system of education in the country. It also makes obligatory for the state arranging free and compulsory education to all children and relating education to the needs of the society. Forty years into the country's independence, the aforementioned directives remain just noble words, the successive governments' - irrespective of whether those were civil or military have failed to protect this constitutional right of the citizens. The education system of the country still remains in chaotic state, and is getting compartmentalized day by day. There are chiefly three streams of education existing side-by-side in the country - Bangla medium, English medium and Madrasa system. Long practices have given each of the streams its individual characteristics. Furthermore, the streams also have some substreams of their own. Any analysis into the disorganized state of education would blame the absence of a concrete education policy for this. It is of course a reality that there were some efforts for educational reforms: in the last 40 years ten commissions and committees have been formed to suggest necessary reforms to education in the spirit of improvement. The commissions and committees came up with their policy recommendations. But unfortunately lack of political will and narrow political culture of rejecting predecessor's initiatives of different governments obstructed the path of implementing the positive recommendations that could raise the standard of education to some level. This assignment is a comparative analysis of the education policy of Bangladesh 2000 and 2010. Because of the convenience of discussion, this assignment is divided into four parts. First part of this assignment consists of a brief discussion on the education system of Bangladesh. Second past of this assignment discusses the background and salient features of the education policy of Bangladesh 2000 and 2010. Third part of this assignment deals with the comparative analysis of the education policy of Bangladesh 2000 and 2010. Last part of this assignment consists of some policy recommendation for the further excellence of the education policy of Bangladesh.

The constitution of the Peoples Republic of Bangladesh, Part 2, Article 17(a)

The Education sector of Bangladesh Figure: The present educational structure of Bangladesh

Source: Bangladesh Bureau of Educational Information and Statistics The education system in Bangladesh is characterized by co-existence of three separate streams. The mainstream happens to be a vernacular based secular education system carried over from the colonial past. There also exists a separate religious system of education. Finally, based on use of English as the medium of instruction, another stream of education, modeled after the British education system, using the same curriculum, has rapidly grown in the metropolitan cities of Bangladesh.

The mainstream education in Bangladesh is structured as follows: 1. Pre-school education: Preschool education is available in the cities and some of the district headquarters. Pre-school carters to children aged 3-5. 2. Primary Education: Primary education extends over a five year period (grades 1 to 5) and the admission age is 6. Primary education is tuition free and compulsory as of 1992. A school leaving public examination as the end of grade 5 has been introduced in 2006 on a pilot basis. The education policy 2010 envisages the introduction of primary (basic) education from grade 1 to 8 (e.g. incorporating junior secondary education)

3. Secondary education: Secondary education consists of three stages. o Junior secondary (grades 6 to 8) o Secondary (grades 9 and 10) The madrasah education system functions parallel to the government system, with similar core courses as in the general stream (primary, secondary and postsecondary) but with additional emphasis on religious studies. It is possible for a student passing the Dhakil Examination of the Bangladesh Madrasah Education Board to be admitted to the HSC courses in a college. 4. Higher education: Higher education is offered in the universities (both public and private) and post-HSC level colleges and institutions of diversified studies in professional, technical, technological and other special education. HSC holders are qualified to enroll in three-year degree pass programs while for honors; they enroll in four-year bachelors degree (honors) programs in degree level colleges of universities.2

Laws and other basic regulations concerning education: The constitution of the Peoples Republic of Bangladesh provides fir establishing a uniform, mass oriented, universal system of education. According to the constitution, The state shall adopt effective measures and purposes of (a) establishing a uniform, mass-oriented and universal system of education and extending free and compulsory education to all children to such stage as may be determined by law; (b) relating education to the needs of society and producing properly trained and motivated citizens to serve those needs; (c) removing illiteracy within such time as may be determined by law.3 Primary Schools (Taking Over) Act of 1974 The Private Universities Act of 1992 Compulsory Primary Education Act 1990

Administration and Management of education sector of Bangladesh: The principle education management institutions in the education sector are The ministry of Primary and Mass Education The Ministry of Education The Directorate of Primary Education The Directorate of Secondary and Higher Education The Directorate of Technical Education

2 3

Bangladesh, World Data on Education, Vol. VII, Ed. 2010/11, Retrieved from, http://www.ibe.unesco.org/ The constitution of the Peoples Republic of Bangladesh, Part 2, Article 17

The Directorate of Inspection and Audit The National Curriculum and Textbook Board The Boards of Intermediate and Secondary Education The Madrasah Education Board The Technical Education Board The National Academy for Primary Education University Grants Commission Budget of Education sector in Bangladesh: Education in Bangladesh is basically is state financed. Governemnt allocations to the education sector are made out of the Revenue and Development budget. External aid finances more than 50 percent of government development expenditure on education. Figure: Development Budget (In Crore Taka; 1 Crore = 10 Million)

Source: Bangladesh Bureau of Statistics, 2010

Ministry of Education (MoE): Ministry of Education is the apex policy making institution of the Government regarding administration and development of post-primary education sector. Ministry of Education formulates policies and programs for the development of post-primary to higher education including Madrasah, Technical and Vocational education. It also formulates laws, rules and regulations for the management and administration of post-primary education sector and its institutions of the country. There are several attached bodies for supervision and management of formal education in post-primary and secondary schools, colleges, madrasahs, technical schools and colleges, polytechnic institutes, engineering colleges and

universities. There are about 30864 post primary secondary schools/colleges/madrasahs and 26 public and 56 private universities.4 History of MoE at a glance: March 1972 December 1974 March 1984 August 1993 Ministry of Education, Religion, Sports & Cultural Affairs Ministry of Education and Cultural Affairs Ministry of Education and Science & Technology Ministry of Education

Focus & Objectives Focus of the Government on Education The focus of the government on education as enunciated in different Policies and Five Year Plan Documents are: Provide value based education Emphasize on job-oriented and need-based education Modernization of curriculum Ensure efficient management at all levels Strengthen the Information and Communication Technology Ensure teacher effectiveness at all levels Revitalize technical and vocational education Ensure gender parity at all levels of education

General objectives of Education To inspire and create enthusiasm among the learners in their thoughts, deeds and daily life to establish moral, humanitarian, religious, cultural and social values in personal as well as in national life.

http://www.moedu.gov.bd/old/about_moe__overview.htm

To develop awareness in the learners to protect the independence, sovereignty and integrity of Bangladesh. To make education pragmatic, productive and creative with a view to bringing about changes in the socio-economic conditions of the country and making the students into a dutiful and responsible manpower with scientific outlook and help them develop the qualities of leadership. To give special emphasis on primary and secondary education with a view to expanding education, to instill respect and eagerness for physical labour and enable the learners acquire vocational education for self-employment in all stages of education. To promote fraternity, moral values, generosity and fellow-feeling in people and make them respectful of human rights. To promote democratic values through fostering tolerance of one another's views and help develop life-oriented, realistic and positive attitude for blossoming democratic awareness. To emancipate the country from the curse of illiteracy. To create equal opportunities for education in accordance with merit and aptitude for the purpose of building a society free from disparity. To ensure gender parity in education and remove barriers of caste, creed and ethnicity in obtaining education. To ensure constitutional guarantee at all levels of education. To create awareness about protection of environment.5

Historical Background of Education Commissions and Committees of Bangladesh: British period (1757 - 1947) Nine commissions 1792 Charles Grant education commissions 1813 Company charter 1835 Lord Macaulay committee

http://www.moedu.gov.bd/old/about_moe__focus_objectives.htm

1838 William Adams committee 1854 Woods education despatch 1882 W W Hanter education commission 1919 M E Sadlar education commission 1934 Sa Pru education commission 1944 John Sargent education commission

Pakistan period (1947 - 1971) Five commissions 1949 Maulana Mohammad Akram Khan education committee 1957 Ataur Rahman khan education reform commission 1959 S M Sharif education commission 1964 Judge Hamoodur Rahman education commission 1969 Air Marshal Nur Khan education commission

Bangladesh period (1971 - present) 10 commissions 1974 Qudrat-e-Khuda education commission 1979 Kazi Zafar Ahmad/Abdul Baten, interim policy 1983 Abdul Mazid Khan commission 1986 Mafiz Uddin Khan education commission 1993 Abdullah Al-Muti Sharfuddin, task force for PMED 1997 Shamsul Haque education commission 2000 National education committee 2002 M. A. Bari commission 2003 Mohammad Moniruzzaman Mia commission 2009 Kabir Chowdhury education committee

Significant Facets of Bangladeshs Education Policy:

Form of Education: Basic education in Bangladesh is delivered through two systems; the formal system and the non-formal system. The existing Strategic Framework of Basic Education in Bangladesh has consummated adequately government policies for attaining maximum benefit out of public and private endeavours, both in the formal and non-formal systems. The formal system is the

predominant one, while the non-formal supplementary to it.

system

is complementary

and

Formal Education: Formal education is offered in Bangladesh in a 5-year cycle of primary education, 5 years of secondary education and 2 years of higher secondary education. Higher education comprises 2-5 years courses and beyond. A parallel system of religious education also exists with similarly advancing levels.
o

There are about 63,534 primary schools, 13,000 secondary schools, 10 cadet colleges, 1700 general colleges and 27 government and non-government universities. There are 115 institutions offering technical and vocational education of different types and at different levels. The number of government medical colleges is 13 and that of private medical colleges is 5. In addition, there are 24 Homeopathic and 68 teacher training institutions of different categories. There are also a number of institutions for special type of education, such as 239 Sanskrit and Pali Tols, some 2,500 Kindergartens, 8231 Ebtedayee Madrasahs, and 78,821 mosque based schools devoted to early years of religious teachings.

Madrassah Education: Madrasah education system is a formal one, in addition to the general education stream, and consists of a well established Islamic religion based education stream. It was officially introduced in 1882 following the Hunter Education Commission Report. Non-Formal Education: An accepted definition of Non-Formal Education is: That form of education which consists of mostly assortment of organized and semiorganized educational activities operating outside the regular structure and routines of formal system, aimed at serving a great variety of learning needs of different sub-groups of population, both young and old.

Relevance of Curriculum: The primary education curriculum has been modified further as an education for all target to make it more relevant to the changing learning needs of the children. Elimination of Gender Disparity: To eliminate gender disparity and ensure wide participation of women in development activities, steps have been taken to eliminate discriminatory concepts from the curriculum about boys and girls. Instructional Material: Textbooks and teachers guides are perennially in short supply and are either not available in time or not affordable by the users. Efforts have been taken to eliminate these problems. Supply of textbooks free of cost will be continued.

Contact Hour: The actual contact hour is far less due to many unforeseen interruptions, such as, rains, floods, festivities, sports, illnesses, etc. Therefore, contact time has been increased. Teacher: Pupil Ratio: Teacher-pupil ratio is highly related to improving learning achievements. The desired norm is considered to be one teacher for 30 pupils, but this can be attained only gradually. School Environment: In 1991, shortages and overcrowding of classrooms, lack of teaching aids and learning aids, shortage of furniture, fittings and other supplies, lack of playgrounds, pure drinking water, supply and sanitary toilet facilities, etc, had been much below the desired level. These constraints have been sought to be removed and school environment improved. Management Support: For imparting quality education and improving learning achievements, it is necessary to have good management at school/learning centre level and also good management, including efficient monitoring, at mid and higher levels. Programmes have been made for strengthening School Management Committees (SMC) and Parent-Teacher Associations (PTA). Academic Supervision and Monitoring: Inadequacies in supervision and management have been identified as major constraints to not only increasing enrolment and reducing dropout rates but also low quality of learning competencies. This has been made possible by, continuous monitoring of the quality of teaching in primary schools, continuous evaluation of education management, inspection through specified format. Assessment System: The present system of learning by rote and examination on the ability of reproduction of memorized matters defeats the purpose of students learning assessment. The necessity of introducing effective Continuous Pupil Assessment (CPA) or Continuous Learning Achievements (CLA), and a monitoring system to prevent wastes and inefficiency. Teacher Training and Motivation: The earlier system of 10-months pre-service training has been discontinued and they are now required to undertake in-service training of twelve months course for Certificate-in-Education at Primary Training Institutes (PTI). National Education Policy 2000 After the independence of Bangladesh, Bangabandhu Sheikh Mujibur Rahman formed an education commission with eminent scholar, scientist and educationist Dr Qudrat-e-Khuda in 1974 as the head. Dr Khuda chalked out a scientific and pro-people education policy. But the policy did not get the governments' consideration after Bangabandhu's killing. After coming to power in 1996, the then Awami League (AL) government took initiative to formulate an education policy in light of Dr Qudrat-e-Khuda's report. It formed a committee headed by Prof Shamsul Haque and the committee produced a policy in 1997. This was adopted by the present government as the National Education Policy 2000.

Professor Shamsul Huq Education Commission: At a glance: Committee Chairman Member Secretary Members Professor Shamsul Haq Mr. Md. Fazlul Rahman

Fifty four members

Objectives of Bangladeshs National Education Policy 2000: Following are the main objectives of Bangladeshs education Policy 2000:Formation of concepts with regard to the needs and benefits and making advocacy in favour of Early Childhood Care Development. Adopting parental education programme to enlighten them on the physical and nutritional requirements of the children. Developing suitable pre-school curriculum and appropriate learning. Developing special teacher training courses. Conducting studies and research, undertaking experimental and pilot projects, and at the same time, continuing evaluation of ongoing programmes. Universal access to and completion of primary education by the year 2000. Reduction of the adult illiteracy rate, especially the disparity between male and female illiteracy rates. Increased acquisition by individuals and families of the knowledge, skills and values required for better living made available through all education channels.

National Education Policy 2010 AL led grand alliance government came to power after winning the 9th parliamentary elecition in 2009. After assuming office in 2009 it formed a committee to formulate an education policy to achieve the goals of education and human resource development as enunciated in Vision 2021 of the government as well as AL's election manifesto. The committee, headed by National Professor Kabir Chowdhury, assessed the reports of Qudrat-e-Khuda Education Commission and Shamsul Haque Education Committee and

produced a draft report taking the present socio-economic condition and global set-up into consideration.

Kabir Chowdhury Education Commission: At a glance Chairman Kabir Chowdhury National Professor Co-Chairman Dr. Qazi Kholiquzzaman Ahmad Chairman,Bangladesh Unnayan Parishad (BUP) President, Bangladesh Economic Association (BEA) Member Secretary Professor Shaikh Ekramul Kabir Director (Training & Implementation) National Academy for Educational Management (NAEM)

Members

Fifteen members

Objectives of Bangladeshs National Education Policy 2010: Reflect the constitutional guarantee at all levels of education Stimulate the intellectual and practical qualities of the learners Promote the continuity of national history, tradition and culture Remove socio-economic discrimination Create unhindered and equal opportunities of education for all Ensure skills of high standard at different areas and levels of education so that learners can successfully compete at the global context Create a society free from curse of illiteracy Caution the students and make them aware of the dangers of taking drugs or similar items.

Salient features of National Education Policy 2010: National education policy 2010 gave emphasis on Preschool education and rearranging primary and secondary education system Emphasizing on vocational education

Establishing uniform education with several compulsory core subjects for the main three streams Common public examinations at grade five, eight, ten and twelve Modernizing Madrasa education Emphasis on Information and Technology Education Mandatory Religion and Moral Education and Introduction of Fine Arts Environmental education and research Importance on disabled, street-children and extreme-poor childrens education

Comparative analysis of National Education Policy 2000 and 2010 National Education Policy 2000 and 2010 are both based on the Dr. Kudrat-i-Khuda Education commission formed in 1974 by the Mujib Government. After coming to power in 1996, Al government formed a education commission headed by Professor Shamsul Haq to formed a National Education Policy. Based on the Dr. Quadrat-e-Khuda Education Commission, Professor Shamsul Haq Education Commission formed a National Education Policy which was adopted by the government in 2000. After the landslide victory in 9th parliamentary election, Al government again come to power and formed another Education Commission headed by national Professor Kabir Chowdhury. Kabir Chowdhury Education Commission formed another National Education Policy which was adopted by the government in 2010. As both of these education policies are based on Dr. Quadrat-e-Khuda Education Commission, most of the provisions of these two policies are similar. But the Educatin Policy 2010 is modified in the light of globalization and development on information and technology sector. Here National Education Policy 2010 will be compared with the national Education Policy 2000 with the existing education policy framework. Chapter 1: Education: Aims and Objectives Objectives of Bangladeshs National Education Policy 2000: Following are the main objectives of Bangladeshs education Policy 2000:Formation of concepts with regard to the needs and benefits and making advocacy in favour of Early Childhood Care Development. Adopting parental education programme to enlighten them on the physical and nutritional requirements of the children. Developing suitable pre-school curriculum and appropriate learning. Developing special teacher training courses. Conducting studies and research, undertaking experimental and pilot projects, and at the same time, continuing evaluation of ongoing programmes. Universal access to and completion of primary education by the year 2000.

Reduction of the adult illiteracy rate, especially the disparity between male and female illiteracy rates. Increased acquisition by individuals and families of the knowledge, skills and values required for better living made available through all education channels.

Objectives of Bangladeshs National Education Policy 2010: Reflect the constitutional guarantee at all levels of education Stimulate the intellectual and practical qualities of the learners Promote the continuity of national history, tradition and culture Remove socio-economic discrimination Create unhindered and equal opportunities of education for all Ensure skills of high standard at different areas and levels of education so that learners can successfully compete at the global context Create a society free from curse of illiteracy Caution the students and make them aware of the dangers of taking drugs or similar items.

Chapter 2: Pre-primary and Primary Education Pre-primary education: Before the children begin their formal education, it is really important to create an environment conducive to the growth of the universal human dispositions like the senses of endless wonder, infinite curiosity, joy and inexhaustible fervor that reside in the deep recesses of the infantile psyche. And this environment will prepare the children mentally and physically. So, it is important to introduce pre-primary schooling to prepare them for school education. National Education Policy 2000 and 2010 both have the provisions to ensure one year preprimary schooling for every 5+ children. Primary education: Primary education possesses utmost importance in our national life. Primary education is the basis of building up a skilled citizenry and the path to include the whole population within the education system. So, equal opportunities will be created to ensure access of all sections of children to primary education irrespective of ethnicity, socio-economic conditions, physical or mental challenges and geographical differences. The duration of primary education was grade 1 to grade 5 in the National Educational Policy 2000. But the Education Policy 2010 proposed to extend the duration of primary education and according to the new policy the duration will be extended from grade 1 to grade 8. Special emphasis has also given to the primary education of the children of ethnic groups, physically challenged students and to street children and other ultra-deprived children.

Student Assessment: According to the National Education Policy 2000, In classes 1 and 2, there was continuous assessments, while from class 3 onwards, quarterly, half-yearly & yearly examination systems was be in place. The student had to sit for two important examinations on class 5 and 8, and based on these two exams, meritorious students were awarded with stipends. But according to National Education Policy 2010, In Classes I & II, there will be continuous assessments, while from Class III onwards, quarterly, half-yearly & yearly examination systems will be in place. On the completion of Class V, a terminal examination with identical set of questions will take place at Upazilla/ Pourashava/ Thana levels (of big cities). On the completion of Class VIII, a public examination will take place to be initially known as Junior School Certificate Examination. The Education Boards concerned with examination will conduct this public examination. Chapter 3: Adult and Non-formal Education Adult education; The aim of adult education is to make people literate, to offer them minimum skills in reading, writing and numeracy, to instill in them some humane values, to make them aware of health and environment and to increase their professional skills. Efforts will persistently continue till the enrollment rate reaches 100% and all the adult people become literate. Non-formal education: Non-formal education is a complementary stream to the formal primary education system. Those children who cannot be in the schools till 100% enrollment is ensured at the primary level or drop out of primary education are supposed to receive some basic education or vocational training to use their skills in real life situations through the non-formal schooling system. On these issues, there are no major differences between the National Education Policy 2000 and 2010. Chapter 4: Secondary Education Secondary education is very important to build human resources. No significant changes have made in the National Education Policy 2010. In the new academic structure, the secondary level of education will include Classes IX to XII. At the end of this level, students will choose different streams of higher studies according to their capabilities, or they will earn their livelihood by their acquired vocational education or they can seek further vocational skills. These provisions were also incorporated in the National Education Policy 2000. Chapter 5: Vocational and Technical Education Skilled workforce is an essential concomitant of national development. Methods and strategies of development have changed worldwide on the wake of new innovations and

inventions of science. Each and every day, developing countries are facing unequal and aggressive competition in the world of business, transport, marketing of products, export of skilled manpower and communication in the international market. For a developing country like Bangladesh, opportunities of economic development will be created in this state of unequal competition and the value of physical labor will be enhanced. So highest importance will be given to turn our students into competent manpower through vocational and technical education with emphasis on science, technology and specially on information technology. Some new provisions have incorporated in the National Education Policy 2010, such as Public-private partnership collaboration Two shifts for Diploma in Engineering and other diploma courses of technical and vocational institutions Private sector investment on vocational and technical institutions Constant review of curricula of vocational and technical education

Chapter 6: Madrasa Education Aims and objectives of the Masrasa education is to learn Islam. Steps have taken so that the students can understand the ideals and spirit of Islam and learn about its doctrines and ways of life. At the same time, the students will get competencies in different branches of knowledge and sciences. They will be able to add qualitatively in those areas. According to the National Education Policy 2010, At present, Madrasa education is an inseparable part of the national education process. Therefore, necessary steps will be taken to keep the originality of this stream but it will be updated according to the demands of present times so that it imbibes new vigor. Currently, in Bangladesh 5-year Ibtedaye, 5year Dhakil, 2-year Alim, 2-year Fazil and 2- year Kamil courses are in practice. To maintain equivalence to other streams, Madrasa courses will be redesigned where Ibtedaye courses will be of 8-year and Dakhil and Alim 2- year each. 4-year Fazil honours and 1-year Kamil course will be introduced to coordinate these with the higher education of general stream, subject to recruitment of necessary and qualified teachers and availability of necessary materials. But till these facilities can be ensured, the existing duration of Fazil and Kamil courses will continue. Chapter 7: Religious and Moral Education The objective of religious and moral education is imparting knowledge about the respective religions of the learners, improvement of the students behavioral pattern, and establishment of moral virtues in life and society and building of moral character of the learners. Significant difference of the National Education Policy 2010 from the National Education policy 2000 is the incorporation of the provision of moral education to the policy.

Chapter 8: Higher Education The purpose of higher education is to generate and innovate knowledge, at the same time to build up a skilled manpower. Autonomy is a must for the centers of higher studies including the universities. But it will be implemented under some set rules. A government monitoring system will be in place to monitor whether the allocated fund is being utilized in a proper way. Aims and objectives of the higher education have some changes in the national education policy 2010. Special emphases have given to the children of freedom fighters, small ethnic community and socially backward groups to ensure their higher education. The education policy 2010 has given special importance to the inclusion of some new subjects like defense studies, comparative theology, peace and conflict, climate change etc. Chapter 9: Engineering Education Modern age is the age of science and technology. Now, not just in the developed countries, the use of science and technology in every sphere of life has become very common in our society too. As a result, the scenario of social life and social activities has kept on changing dynamically. Accordingly, the academic curricula of Engineering will have to undergo substantial changes in the 21st century. National Education Policy 2000 and 2010 hold the same provision on this issue. Chapter 10: Medical, Nursing and Health Education A healthy and able population is a must for a country to move forward. For this, it needs health awareness, preventive measures to combat diseases, proper treatment and medical facilities. So proper education is essential to produce sufficient doctors, nurses, male nurses, health workers and specialists. Learners have to gain professional competency and at the same time, they have to grow up as sensitive and conscientious persons. Education Policy 2010 repeats the same provisions incorporated in the education policy 2000. Chapter 11: Science Education The chief objective of science is to understand nature. Science has been unraveling the mystery of nature by experiment, observation and mathematical logic. On one hand, it fulfills the inquisitiveness of human being and on the other; it helps human civilization to continuously move forward through the utilization of different technologies originated out of scientific knowledge. Proper study of science can only help the nation reach its destination quickly. Some of the new provisions incorporated in the National Education policy 2010 are Organization of science fair and math Olympiad at national level

Introduction of in-service training programs to train up teachers from primary to the university levels Establishment of science laboratories in all Upazillas under the supervision and financial aid of the government.

Chapter 12: Information Technology Education About two centuries ago, civilization took a radical turn on the wake of industrial revolution. Change is again taking place in the 21st century because of ICT revolution. By becoming a part of this revolution, Bangladesh, as a developing country, has found remarkable opportunities to alleviate poverty. Proper use of information technology can lead to the achievement of expected skills. Technology can play a vital role in the eradication of corruption by bringing in transparency in the state machinery. More attention will be given to prospective areas of export such as software, data processing or call centre services industry including supply of skilled manpower in information technology. Some of the new provisions of the National Education Policy 2010 are Increased use of computers right from the primary level of education Make all students computer literate before they reach the secondary level Developing a system which will ensure all graduate students to learn basic skills in computer by 2013

Chapter 13: Business Studies Contribution of industry, trade and service organizations is very important in the economic development of the country. In this education policy, business studies has been treated as an integrated formation of necessary branches of knowledge that are required to conduct the activities of industries, trade and services organizations. Proper learning of business studies can help find a job or take business as a career as a means of living. In the present world, which is characterized by market economy, widespread global commodity market and strong competitiveness, efficient management and activities related to it constitute the pre-condition of institutional success. This is why the importance and demand of business studies have been increasing in the present world including Bangladesh. No significant changes have made on that issue in the National Education Policy 2010. Chapter 14: Agricultural Studies Bangladesh is an agricultural country. It represents an agro-based economy. So, the development and improvement of socio-economic conditions of life are related to the development of agriculture. National development of agro-based Bangladesh is connected with agricultural studies, research and extension of the system. Agriculture is an applied science. Agricultural development can be defined as the planned development and

management of crops, livestock, fisheries and forestry of the country. Higher agricultural studies will mean the study and research at graduate, post-graduate and doctoral level in the planned development and management of agriculture, veterinary science, animal husbandry, agricultural engineering, agricultural economy and fisheries. No significant changes have made on the Agricultural studies in the National Education Policy 2010. Chapter 15: Law Studies It is the Constitutional right of all citizens of the country and all the people who reside in Bangladesh to enjoy the protection and privileges of law. Study of law is very important in order to establish the rule of law according to the Constitution and to create responsible citizens. Study of law as a modern and advanced discipline is extremely important for the establishment of justice and to ensure social as well as economic parity. Law studies will be analytical and pragmatic for the future generation students, so that they can play an active role to establish the rule of law, human rights and justice and also to protect national interests in the international arena. Only a slight change has made on that issue in the National Education Policy 2010 and that is taking admission tests in colleges to improve the law studies. Chapter 16: Women's Education Education is the founding stone for the development of the country and society. A large number of women of the country are deprived of education for various social, economic and cultural reasons. Women constitute half of the country's population. Women's scope of work is usually limited to family welfare, child care and domestic chores. Women are generally allotted a passive role in national development. This existing trend must be changed. Emphasis will be given on women's education to ensure women's comprehensive development and empowerment and womens participation in a balanced social advancement. Some new provisions have included in the National Education Policy 2010 to ensure womens education. Some of these provisions are Inclusion of gender studies and reproductive health in the secondary level curriculum of last two years. According to the new policy, all students, irrespective of their sex, must have equal liberty to choose their courses of studies at the secondary level and equal importance will be attached to all subjects. Girls will not be persuaded to take up some specific courses like home economics. Women's participation will be ensured at all levels of policy and decision-making, namely, in matters of primary, secondary and higher education. The regulations for punishment relating to sexual harassment and repression on women will be strictly followed in the educational institutions.

Chapter 17: Fine Arts and Crafts Education Fine Arts and Crafts education is an important factor to build up a culturally rich, aesthetic and tradition-conscious and disciplined nation. This education includes music, painting, arts and crafts, recitation, acting, dancing, body language etc. These help develop the quality of learners minds and contribute to intellectual enhancement. This education provides the students with knowledge of the painting, sculpture, music, plays, folk performances and theatrical arts of the country. Students can also learn about the history of arts and cultures of other nations. Fine Arts and Crafts education contributes to aesthetic enrichment of the students and moreover, it can help the students find out selfemployment. In the National Education policy 2000, the name of this chapter was fine arts education, but in the new policy, the name has been changed into fine arts and crafts education. In the new policy, special opportunities have been offered for the students belonging to backward classes and small ethnic groups. Chapter 18: Special Education, Health & Physical Education, Scout, Girls Guide and Bratachari Education for challenged learners: Special education: Challenged children are those who are blind, deaf and dumb and physically and mentally handicapped. These children are categorized as mild, semi and acutely handicapped according to the degree of their disabilities. The education for the handicapped depends on their types and degrees of challenges. With the adoption of some necessary measures, many of them can be inducted into mainstream education. But special education will be provided for those acutely handicapped children who cannot be enrolled in the general school system. Policy will be specially designed for them. Health and Physical Education: Health and physical education are the neglected areas in the field of education of Bangladesh. Like general education the importance of health and physical education to build up an educated nation can never be underestimated. Without this general education remains incomplete. In the National Education Policy 2010, this chapter remains as same as in the education policy 2000. Chapter 19: Sports Education The importance of physical fitness and sports is an imperative factor for the holistic development of the youths and students. Education, training, creativity, productivity and other relevant qualities in combination with good health and healthy mind help develop human resources. The combination of mind, body and intelligence brings fulfillment in life. Though sports and physical education have been occupying a special place in our country for a long time, the achievement in this field is questionable. In this context, sports education must be given an important place in our national education system and it is necessary to take practical steps.

The chapter of Sports education is introduced for the first time in the National Education Policy 2010. Chapter 20: Library A library is considered to be the mirror of civilization. A library is one of the major indexes to measure the level of general state of culture. On the other hand, it is considered to be the soul of an educational institution. The environment and quality of education of an educational institution is reflected through the lively use of its library. The importance of library and information centre is undeniable in formal or life-long education and training, research, policymaking, planning and acquisition of learning. The role of library and information centre is to make knowledge and information easily accessible through intercommunication at local, national and international levels. With this vision, the country will build up libraries and information centers. The importance of bringing our national library, which is run by the Ministry of Cultural Affairs and libraries of public universities and different colleges under a digital ICT system is now a popular demand. Some the new provisions on that issue in the national education policy 2010 are Every school must to have a library enriched by necessary books for the students. Enriched libraries will be set up in every college and university. All research journals will be collected through electronic subscription. All libraries of the country will be connected through networking so that any student can have access to the resources of other libraries. By phases, digital edition of books and journals will be made available. Increased opportunities of the promotion of the officials and staff working in the libraries.

Chapter 21: Examination and Evaluation Examination and evaluation is a regulatory system through which the success of a student in achieving the comprehensive goals of education is measured. The qualities that are considered to be the most important factors for a student to build up his/her personality are related to acquisition of knowledge, emotional attitudes responsiveness and intellectual faculties. Among these three areas, only the first one is evaluated in the existing or traditional system of our schools, colleges and universities. Steps can be taken to evaluate it in a more effective way. Besides, two other qualities will also be evaluated and necessary regulations will be formulated for that. Some major changes have done on this regard in the National Education Policy 2010. These are as follows In the existing system, primarily, rote learning is evaluated. This cannot be a proper evaluation. In fact, proper evaluation can be made when the internalized knowledge of the student is assessed and not rote learning. The proposed creative system of evaluation is oriented to that end. The proper implementation of this system will

depend on the preparation of right kind of textbooks, set of rules to prepare question papers and an effective understanding of the process by the paper-setters and students. So, effective steps will be taken to prepare the right kind of textbooks, to set proper rules and to create appropriate awareness and knowledge of all concerned. The final examination on completion of Class V will be conducted at the Upazila/ Municipality/ Thana (big cities) with identical questions. Public examination will be held on the completion of Class VIII. Initally, this examination will be known as Junior School Certificate (JSC) and be conducted by the Education Board concerned. Rote learning will be discouraged in all exams and the creative system will be in place. On the basis of the results of this public examination, division-wise scholarships will be awarded. There will be a uniform evaluation system for public and private universities.

Chapter 22: Students' Welfare and Counseling Very often many students become spoiled, tortured, confused and misled for multiple problems that they face. To counter this, effective students' counseling programs will be in place. This can lead to a better and secure educational environment for the students in the schools. The quality of education will also be enhanced. No changes have made on this issue in the new National Educational Policy 2010. Chapter 23: Admission of the Students For their proper education, it is essential to facilitate the students to get admission in such institutions where their talents and aptitudes will be promoted properly. It will be ensured that, for admission, the students' merit and qualities are to be taken into account and not the regional, social or economic factors. The trend to evaluate students on the basis of subject-based examination demanding information of multiple areas as early as at Class I will be discouraged. Policies will be made for admission tests at post-primary levels and those will be followed properly. Special emphasis has been given to the teachers-students ratio in relating to the admission of students in the National Education Policy 2010. Students cannot be admitted in violation of the standard ratio. Chapter 24: Teachers Training Qualified teachers are essential for proper and quality education. To ensure the quality of teachers, it is essential to recruit qualified teachers through scientific and transparent recruitment process on one hand, and on the other, quality teachers education and repetitive demand-driven training is imperative to develop the professional excellence of the teachers.

In the National Education policy 2010, a new provision of teachers training has incorporated which can be described as follows Immediately after their recruitment, primary and secondary teachers will undergo 2- months foundation training and for the college teachers it will be of 4-months. The primary and secondary level teachers must take part in courses of C-in-Ed and B.Ed within 3-years of joining their posts. In the new policy Increment of financial grants/remunerations and other facilities for the trainees has been ensured.

Chapter 25: Status, Rights and Responsibilities of Teachers The proper dignity of teachers everywhere from the primary to the highest level is a very important factor. The status of teachers of all levels requires to be re-evaluated through indepth examination since they are supposed to inspire the meritorious students to be interested in the teaching profession by discharging their proper duties. This is important because the teachers claim proper dignity and facilities for their jobs. At the same time, their rights are closely connected with their duties. Teachers must responsibly carry out their professional and other duties. All concerned should contribute to the development of educational standard and environment. In the National Education Policy 2010, duties of the teachers have included, which are to inspire and encourage the students to cultivate fine habits; to build them up with the habits of diligence, tolerance, perseverance, patience, respect for religion of his/her own and of others; to build them up as patriotic, efficient citizens free from superstitions. Their responsibilities will include delivery of lessons within the classroom with sincerity and involvement in activities related to education. They will feel responsible to build up the future of the learners. The teachers will be present in their respective institutions for some fixed hours. Chapter 26: Curriculum, Syllabus and Textbooks Curriculum is the heart of education. So it should represent on the one hand, national ideals and values, aims and objectives and contemporary needs, on the other it needs to be prepared by taking into account the age, merit, and receptive ability of the learners. Since it is desirable that the education system of a country is built on the socio-economic and political conditions, age-old cultural traditions, religious beliefs, moral and human values, all these must be reflected in the curriculum. On this issue, no significant changes have been made in the National Education Policy 2000.

Chapter 27: Educational Administration Ensuring quality education through successful implementation of the National Education Policy and qualitative excellence of the education system depends largely on educational administration responsible for its management. For the overall development of education and expansion of educational facilities for the citizens, and strengthening of implementation of appropriate programs and projects, it is essential to update educational administration. To ensure competent governance in the educational administration and make all tiers of educational administration and management free of corruption, efficient, dynamic, accountable, transparent and effective, all necessary steps will be taken and implemented in the light of realities and demands. Some new strategies have been adopted in the National Education Policy 2010, such as Formulation of Consolidated Education Law Formation of Permanent National Education Commission Teacher recruitment, training, transfer and promotion of teachers serving in educational institutions covered by the National Education Policy and beneficiaries of MPOs Formation of Accreditation Council Establishment of the Office of Chief Education Inspector Restructure the existing Directorate of Secondary and Higher Secondary Education A separate Directorate for Madrasa education Steps for Development of Education Cadres

Chapter 28: Some Special Initiatives to be taken regardless of Educational Levels Minor changes have been made on the strategies of this chapter. Key Issues that need to be addressed Based on the above discussion, for improved functioning of the education sector with a view to enhancing its role in promoting growth with equity in Bangladesh, we have identified the following as key issues that need to be addressed during the next term of the government. 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. Primary Education: Access: Since provision of universal primary education has been recognised by the Bangladesh Constitution as a state responsibility, and Compulsory primary Education Law has already been enacted towards that end , it is extremely important to find ways and means to bring all school age children to primary schools .

Equity: Those left out included the working children from extremely poor households, physically and mentally handicapped, urban slum dwellers, residents of inaccessible rural areas, tribals, adivasis ets. Quality: There exists at present no mechanism for assessing learning achievement at primary level. Enhancement of the quality of both public and private education, particularly for the more deprived segment of the population, remains a major priority of public policy. Relevance: Although by effecting necessary reforms in the curriculum of primary education, it was possible to widen the scope for primary education to play an increasingly important role in the national economy, failure to significantly improve its quality has contributed little to enhance its relevance. Efficiency: Although the dropout rate came down to 35 percent in 1999, it still remains quite high. The CAMPE Survey revealed that the average attendance at schools was 62 percent only. 38 percent students repeated their courses. As a result it took 6.6 years to complete the five year course. All these indicate to poor efficiency of the system. Upgrading the efficiency of the system, by ensuring retention of students in school and improved academic results remains an urgent task. Secondary Education: Access: In a world of global market competition, the secondary level has become part of basic education that should be universally available. In Bangladesh, however, as most secondary schools belong to the private sector operating generally on commercial considerations, while prosperous regions experience a proliferation of such schools, many poor regions remain totally un-served by any secondary school that acts as an effective barrier to access of children to secondary education. The key issue therefore is how to significantly improve access of children to secondary education, and at the same time remove all existing gender disparities at different levels of secondary education. Equity: The problem of equity is worse compared to primary education. Tuition fees and other costs (for school uniform, text books, transport, private coaching etc) of secondary education including considerable opportunity costs serve as effective barriers to access for children from poorer households. Moreover, at this level of education, the social divide also gets prominently displayed. An elite mostly English medium system that functions with a degree of efficiency, and a mass system (bifurcated into a secular stream and a religious stream) considered largely dysfunctional are observed to coexist.

Quality: Quality of education as reflected by performance of students at public examinations can hardly be called satisfactory. In 2001, nearly two thirds of all students who sat for the S.S.C. Examination failed. Relevance: Both in adequately preparing the students for higher education, and for meeting the manpower needs of the economy, secondary education in Bangladesh could hardly play an effective role. Efficiency: With dropout rates at 21.3 percent, and 52.1 percent at junior secondary, and secondary levels respectively in 1999, and failure rate at 65 percent at S.S.C. Examination in 2001, one can definitely raise questions about efficiency of our secondary education system. Tertiary Education: Access: Access cannot be universal at this level, but it has to expand substantially to meet the challenges of today's knowledge economy and information society. In 1999, compared to total enrolment of 12, 47,674 at higher Secondary level, enrolment at degree and masters levels were 6, 50,277, and 74,979 respectively. Girls seem to have much lower access to tertiary education. At degree and masters level, they accounted for 32.6, and 26.3 percent of total enrolment at corresponding levels respectively. Equity: Equity is a major concern. Inequities at the previous levels are magnified by highly subsidized public education at tertiary level. Access to private universities being restricted only to those who can pay extremely high tuition fees , only the children from affluent families can get themselves enrolled in such universities. Quality: Quality is a serious problem in tertiary education even at universities, both public and private. The University Grants Commission ( UGC) has miserably failed in discharging its role as a guardian of public universities, and as a promoter of quality. It has also failed to institute a self-regulatory accreditation system for private universities. Relevance: In the absence of any linkage between public universities ( with the exception of a few Departments like Business Administration, Pharmacy etc.) and the job market, education imparted at public universities had little relevance to the needs of the economy. Private universities on the other hand responded only to market signals, relevant to the economy in the short run , and neglected long term interests of the economy. Efficiency: Long session jams, a characteristic feature of public universities, is a clear indicator of inefficient management of public universities of Bangladesh.

Vocational and Technical Education: Scope and access to vocational and technical education need to be much wider. Most critical vocational preparation in today's globalized economy is a grounding in science, mathematics, and language skills offered through sound general secondary education. Those who do not go for secondary education or drop out-a large number- need to have access to flexible and market responsive skill development opportunities. Public private partnerships are especially important for this purpose. For older adolescents without basic education-again a large number- a second chance that combines general education and skill formation need to provided. Non-formal and Continuing Education: With large non-participation and drop-out in primary and secondary education and an overall low literacy level of the people, there is a huge need for non-formal and continuing education. Supported by large external funding, a vigorous movement has already been launched by the government in this particular area of literacy and post literacy education in the form of Total Literacy Movement (TLM) and other Non-Formal Education (EFE) programmes. Unfortunately, however, a total neglect of effective performance standards, quality criteria, inept management and large scale corruption combined with official declarations of increase in literacy every other month have turned these efforts into a meaningless farce and a source of huge waste of public resources. A proper literacy and continuing education programme-the foundation of life-long learning-with enforceable quality criteria and performance standards is very much needed. Policy Recommendations: Priority Action Points On the basis of experience in countries which have registered rapid progress in education and national development as well as independent studies and analyses, we can recommends the following key measures to address the nexus of access, equity, and quality at different levels of education, and also for enhancing the relevance of education, and efficiency of the delivery mechanism. 1. Mobilization of additional resources and ensuring their efficient utilization 2. Decentralization 3. Partnerships with parents communities, private sector, businesses, NGOs, religious bodies 4. Improving Management Capacity 5. A Unified-not necessarily uniform- System of Basic and Secondary Education 6. Curriculum and Learning Materials 7. Efficient and specialized teachers 8. Assessment of Learning 9. Focus on gender sensitivity 10. De- Politicization of Education

11. Give emphasis on providing internet facility and e-learning 12. Relevant and rational Education Policy-making6 Prerequisites for a suitable and appropriate National Education Policy: The government of Bangladesh should take into account these policy measures in order to formulate an acceptable and appropriate national education policy.

Commitment: A very important determinant of any accomplishment in the education sector is the commitment of its various stakeholders. Perhaps the earlier documents had excellent content but failed to gain the commitment of those responsible for its operationalisation. Commitment is not automatic; it must be generated through a programme that is exciting, achievable, rewarding, demonstrates clear benefits, involves the stakeholders, and is measurable. Beginning at the very top, commitment must be palpable as it is energised, transmitted, and sustained at all levels.

Comparability: A question is whether to build the education system from scratch or emulate. The rapid expansion of education systems in the past 30 years in Asia, particularly East Asia, and the ascendance of this region in social and economic status testify to the role of education in shaping the future of a country. Some of these countries lead the world in cross-national comparisons of student achievement. By learning from the experiences of these countries, it may be possible to leapfrog into an education system that will pay the richest dividends. Finding such a country to emulate should also serve as an effective benchmark. Here emulation means replicating what is possible and adapting what is needed. If a system is emulated, it is important to compare achievements with the emulated system.

Clientele: The education sector must be designed with its main clientele (students) in mind, whom it wants to serve and empower. It should develop appropriate and responsive programmes, processes, and organisation structures that would best be able to deliver. Educational needs and circumstances may vary for different groups, that may require a balancing act between standardisation and customisation of the entire programme. Any attempt at a one-size-fits-all education policy that amounts to force-feeding will surely be counter-productive. The programme must be designed for optimal benefits; access, equity, and costs are other major components that must be considered in designing the programme.

Policy brief on education policy, CPD task force report, Center for Policy Dialogue, pp. 21-26

Capacity: One of the biggest stumbling blocks today for the entire education system is its incapacity to conceptualise, create, package, price and deliver educational products and resources to its clientele. Capacity problems are reflected in the poor condition and functionality of the buildings, inadequate ability of the teachers to teach, a decrepit curriculum that cannot even articulate what output it expects to generate, abysmal management systems at all levels, etc. These deficiencies stymie one's imagination as to how the education system has continued to exist under the guidance of various governments and their development partners that have pushed various programmes. Given the remorseless pace of evolution of knowledge products from a global perspective, proactive capacity must be built among educational planners who are able to sense the rapidly changing needs in the context of a networked global order to make the education system relevant, innovative, and responsive. What is the capacity of the education system to adapt itself quickly to produce human resources in, say, healthcare or information technology that the labour market needs? Clearly, it is vital to build capacity in the following areas managerial skills, curriculum design, quality teaching, evaluation systems, and research capabilities to sustain a first-rate education system.

Coordination: To eke out efficiencies, the education system must be integrated in a linked structure in which one sub-system feeds into the next in a smooth and integrated operation to achieve clear and measurable goals. The most important aspect of coordination is that the sub-systems must work like parts of a machine to keep it functioning. With poor coordination, the machine is rendered dysfunctional.

Cash: The education sector is financially challenged; in fact deprived! As things stand, investment in education in Bangladesh is roughly 2.7% of GDP. Comparative numbers are roughly; Pakistan 2.6%, India 3.2%, Thailand 4.2%, Malaysia 6.2%, UK 5.6% and USA 5.3%. These numbers suggest a link between educational expenditures and the stage of development of a country. Clearly, unless greater financial resources are mobilised and allocated to this sector, the goal of developing needed human resources to fulfill the country's needs will not be achievable. If the government is serious, it must increase the allocation of "cash" to this sector substantially.

Communication: The final piece that ties everything together is communication. How is the system performing? What are the metrics? Who gets to know what so that system coordination is insured? It is imperative that the education system incorporates a system of metrics that arrays the system against defined standards. Such metrics are needed for resource inputs, process indicators, and output goals. Each sub-system (primary education,

NFE, secondary education, vocational and technical education, tertiary education, Textbook Board, NAPE, BANBEIS, UGC, etc.) must have its own metrics that should be aligned with super-ordinate metrics to communicate with each other about system performance. To the extent possible, public metrics are also needed as a sort of report card to communicate to the public about the system's achievements. Good metrics should also lead to a system that rewards good performers and punishes bad ones.

Bangladesh National Education Policy: An autopsy: Generally people use the word Education to mean intellectual knowledge and a mass of facts or information, and an educated person is generally considered to be who has acquired a considerable amount of bookish knowledge. But this does, in no way, clarify the true implication of education. In the words of Swami Vivekananda, one of the greatest sages and seers of India, Education is not the amount of information that is put into your brain and runs riot there, indigested all your life. If education were identical with information, the libraries would be the greatest sages in the world and encyclopedia the Rishis.7 The etymological meaning of Education is leading out. It implies leading out or eliciting the traits of the educands. In other words, the potentialities of the mind are brought forth into actualities by means of the task of education. The purpose of education, one says, is to form character, another, to prepare for complete living; a third, to produce a sound mind in a sound body and the series of replies may this come forth. The worst part of our education system is it is totally based on memorizing skills. Students just memorize their study materials and vomit those on their examinations. There is no proper method to justify students about their knowledge and how much they learn. Not only that, guide books, note books, private tuitions, coaching centers etc. are some of the hindrances to quality education system of our country. In order to overcome these problems, numerous efforts and a concrete education policy is needed. The present examination and student assessment system also have to be changed. Conclusion: With already two years elapsed, the government really needs to put more efforts and resources, if necessary, to implement the policy, which already have earned people's support. Some strategies, which have already come into implementation, require a structured method to get the best output. Any negligence to pursue the implementation up to its successful end might result in the policy's failure. With already a long time passing in vain, the nation cannot afford to experience such failure again. This is time to get passionate about it. The countrymen believe that the committee will rise to the occasion and prove worthy of the trust reposed on them by fulfilling the aspirations of the people.

Quoted in, Husne ara Begum, The Concept of Education in Relation to Development in Social Science Review, No.2, 1995, p.154