Implementation of National Education policy 2010 of Bangladesh: Myth and Reality (original) (raw)
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Jagannath University Journal of Arts
This paper reports a qualitative study that was carried out to examine the conspicuous gaps between the policy directions in the national education policy (NEP-2010) of Bangladesh and their implementations. Data were collected through document analysis, classroom observations, and interviews and thematically analysed with the qualitative data analysis software NVivo 11 Proto uncover the major gaps. The key findings showed that different gaps exist as far as the policy directions in the NEP-2010 and their implementations are concerned, especially in the areas of structural changes in primary and secondary education, educational administration restructuring, quality education, teachers‟ professional development, dignity of teachers, and classroom teaching practices. The paper also highlights the implications of these gaps for the education sector in Bangladesh.
Education Policy in Bangladesh: National Education Policy 2010
Education is the basic fundamental right of the human being treated as the backbone of a nation. It fits a man to humans. It provides us knowledge of the world around us and changes it into superior. Education offers an analytical mind and helps to reject superstitions. An educated mind inquires logic and scientific reasoning behind all actions. It has the energy to alleviate poverty from the root of a nation. A properly educated nation, which is modern in intellect and forward-looking in thinking, can only place the country at the peak of its development.
Tale of Education Policy in Bangladesh: Development, Changes, and Adaptation Approach
British Journal of Arts and Humanities, 2023
The current educational system of Bangladesh was imported from British India. However, it was only after gaining independence in 1971 that Bangladesh was able to adopt growth techniques in various aspects of life, including the advancement of the education sector. The nation's educational system has advanced significantly throughout the past few decades. This was made feasible by a combination of community activities, non-government organization (NGO) involvement, and government policy supporting the growth of this particular industry. Many things are still undone, though. The major issues facing our educational system include expanding education in some areas, eradicating prejudice at all academic levels, ensuring quality and purity, and battling corruption in the education industry. Throughout their tenure, each political administration has established at least one commission or committee on education. While these commission reports have consistently offered valuable recommendations for updating the educational system, their implementation and publication of results have remained pending. However, changing education systems have negatively impacted the quality of education. Therefore, this issue is important to address to ensure a positive impact on the overall learning environment of Bangladesh. The findings of this study will help policymakers and educational institutions make policies more inclusive, practical, and effective to arrange education better in the upcoming future.
Policies and Strategies to Improve Education in Bangladesh
BCES Conference Books, 2021
Education in Bangladesh is one of the basic requirements for everyone considering the idea that the country has a high number of uneducated individuals. The research herein focuses on examining and analysing the strategies and policies that Bangladesh uses to ensure it enhances the education in the country's schools. The theory adopted is the accountability theory, to show how the government of Bangladesh is trying to take measures to improve education. A thorough literature review explains what happens, which in turn justifies the policies and strategies presented there. A brief conclusion and recommendations follow.
Bangladesh Quality Education_Policy vs reality.pdf
After 46 years of national independence, the Bangladesh education system still faces much uncertainty to ensure quality education which mostly changes with the change and interest of the ruling government. Despite the national need for a unified education system and curriculum, the absence of a broader educational philosophy, is mostly governed by the diverse political interests of the country. The constitution of Bangladesh has granted equal rights under Articles 10, 27, 28 (8) and 29 to all citizens irrespective of sex, age, class, caste, ethnicity and religion. In addition Bangladesh is signatory to many international treaties which emphasize the right to education for all to promote equality, justice, peace and humanity.The first ‘National Education Policy of Bangladesh’ was introduced in 2010. It seeks to develop an education system which is pro-poor, practical, humanity oriented, non-discriminatory and life oriented (Bangladesh National Education Policy 2010), however the lack of practical and visionary strategies for policy implementation, a clear plan of action, and communication of the policy to the broader society, skills and competency requires for teachers and related stakeholders are big challenges for putting the policy in practice.
Primary School Governance in Bangladesh: A Practical Overview of National Education Policy-2010
International Journal for Cross-Disciplinary Subjects in Education (IJCDSE), (ISSN 2042-6364), Volume 9, Issue 4, 2018
The National Education Policy- 2010 (NEP- 2010), approved by the National Parliament in December 2010, provides a framework for primary school administration. The policy gives immense power of internal supervision and monitoring to the Head Teachers (HT) of the schools while providing little room for community people and parents in school governance by suggesting the establishment of parents- teachers committee. The policy, in the process of decentralization of primary education system, empowers school management committee (SMC) to monitor school management and ensure community participation in the development activities of the school. For external supervision, as a part of decentralization, every education officer is assigned certain number of schools. Annual evaluation report of teachers and HT is to be made by HT and SMC respectively. However, in reality, we find that HT, in many cases, is in ‘all in all’ role in school management; balance of power between HT and SMC, transparency and accountability in regard of school management is rarely found; almost no community and parents’ participation in school management and development activities is found; external supervision seems insufficient and ineffective to a large extent; and annual evaluation report is often manipulated by HT. In fact, policy does not draw any clear-cut sketch which can ensure a good coordination among stakeholders and can work as a remedy to above mentioned realities. This paper suggests that education policy should have provisions which will create a balance of power between HT and SMC, and enhance check and balance and coordination among all the stakeholders in terms of school management. External supervision plays a significant role in school management. So, there should be more external supervision. This paper also aims at reflecting on effectuality of NEP- 2010 by going through primary data.
Education Policy of Bangladesh
Academia Letters, 2021
Language is the armory of the human mind; and at once contains the trophies of its past and the weapons of its future conquests' (Said, 1991, p. 136). Bangladesh is one of the poorest nations in the world-a country in which 98% of the people speak the national language Bangla and identify themselves as Bangladeshi nationals. There are also 45 or more indigenous groups which form linguistic minorities in the country, speaking more than 30 different languages, and ethnolinguistically different from the majority of the Bangla-speaking population. Considering the increasing importance of English in national modernization, the government and the educational policy makers in Bangladesh have taken steps to bring changes in English language teaching. One of these attempts is to use English as the only language of instruction which requires teachers to use the target language exclusively while teaching in the class In Bangladesh English is not a new phenomenon. Its origin and spread go back to its political history as a part of the Indian sub-continent under the British Empire. British Empire ruled the Indian subcontinent for about more than two hundred years. As a legacy of the British rule English became the official language of British India. Its status as the medium of education was confirmed by the approval of Macaulay's Minute (1835) and other language policies following it. Since their independence like India and Pakistan, in existing Bangladesh also, English, plays an important role in national life. It is unofficially recognized as a second official/state language. The study critically examines English language policy and planning in Bangladesh to provide an in-depth understanding of how, over time, the English in Education policy has changed. In addition, it analyses policy outcomes and the complex set of factors that have hindered the successful implementation of quality English language teaching in Bangladesh. Proficiency in the English language is considered as an indicator of success also in Bangladesh. A good level of proficiency is a prerequisite for getting a good job there.
Different education sector and policy of Bangladesh
Education in its general sense is a form of learning in which knowledge, skills, and habits of a group of people are transferred from one generation to the next through teaching, training, research, or simply through auto didacticism, Generally, it occurs through any experience that has a formative effect on the way one thinks, feels or acts.
This paper provides a review of ideas and research regarding the meaning, function, purpose and morality of education. Firstly, it will accumulate the ideas of meaning, function, purpose and morality of education of the world views. For it, the paper will research the views of Plato to the present renowned educationists. Secondly, these ideas will be compared with the ideas and goal of education of National Education Policy-2010 of Bangladesh. Finally, it will try to focus the shortage and barriers of fulfilling the aims of education regarding National Education Policy-2010 of Bangladesh.