This article presents a brief review of the non-formal education systems in Bangladesh.
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CenRaPS Journal of Social Sciences
Bangladesh is committed to ensuring quality education for all. In this purpose, there is categories study/education system at the primary level of education. One is formal primary education school run by the Bangladesh government and another is non-formal primary education school run by NGOs. Both types of primary education’s main objective are ensuring quality education at primary level. But there are many problems in these two categories of an education program. But quality education’s main characteristics enable all learners to develop the capabilities they require to become economically productive, develop sustainable livelihood, contribute to peaceful and democratic societies and enhance wellbeing. The learning outcomes that are required vary at the end of the basic educations cycle must include threshold levels of literacy and numeracy and life skills including awareness and prevention of disease. In this circumstance, the learning method will be flexible and the environment o.
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International Review of Education/ …
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International Journal of Advanced Research
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In R. Chowdhury, M. Sarker, F. A. Mojumder, & M. M. Roshid (Eds.) (2018). Engaging in Educational Research: Revisiting Policy and Practice in Bangladesh. Singapore: Springer.
The recent decades have seen major—and in some cases unprecedented—changes in Bangladesh’s education sector, sometimes in ways distinct from other countries in the region and globally. Given its history of nearly two centuriesof British colonial rule, as well as a religion- and language-based national identity that eventually saw the country transition from being a province in the British-ruled Subcontinent to an independent country, influences of such political histories can often be felt unmistakably in the way education is understood and enacted in current day Bangladesh. In addressing some of the persistent trends of education, this book presents, as much as it critiques, educational practices across a range of sectors—from primary to higher education, from formal to the informal and the on-demand, and looks into practices in teaching and pedagogy, curriculum planning and assessment, policymaking, administration and leadership. This chapter sets the scene for the studies showcased in this volume, first by giving an overview of education in Bangladesh, and introducing the structure of its education. It then discusses the roles of the various stakeholders in education, highlighting issues and topics that have been picked up by chapter authors as the themes in the book. This chapter intends to familiarise readers with some of the basics of Bangladesh’s education today and the emerging realities in this context in recent times. In doing so, the chapter presents the most persistent interests of education researchers all of whom have had many years of teaching and research training and experience both nationally and internationally.
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International Education Studies
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Advances in Social Sciences Research Journal
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In the second five-year development plan, Bangladesh had introduced universal primary education, for year 1980-1985.Now 7 th five-year development plan is running from year 2016 to 2020. In between years 2016 to 2018, the population living below the national poverty line dropped from 21.8% to 24.3%.The proportion of employed population below $1.90 purchasing power parity a day also dropped from 14.8% in 2016 to 9.2% in 2019. Moreover, there is obstinate rural-urban and socioeconomic disparities for entry and participation in a primary school in Bangladesh. In the mid-1990s, the government used food ration and feeding programs to boost attendance in already overcrowded government schools (EQUIP 2 Case study). Even though entree to education increased, the quality of education slowly declined. In this setting, the Bangladesh Rural Advancement Committee (BRAC) began to discover ways to help children under its rural development program gain access to value-added education. BRAC was already one of the largest aboriginal development and assistance non-governmental organizations (NGOs) in Bangladesh by the mid-1980s. By 1984, it had introduced 22 experimental, one-room, non-formal primary education (NFPE) centers for children of the rural poor. In this study, we will see the functioning, role, and contribution of BRAC in providing NFPE in Bangladesh to meet EFA (Education for All). The study is expected to be advantageous to donors, NGOs, governments, and students of education interested in using non-formal models to promptly amplify access to primary education, particularly for girls, in developing countries. These groups might also use the study findings to develop donor-NGO-government-community partnerships to improve school quality and to inaugurate decentralized management systems that ensure low-cost, high-quality human services delivery.
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