Presentation on theme: "MEETING ON TEACHER DEVELOPMENT FOR INCLUSIVE RELEVANT QUALITY EDUCATION F.M. Enamul Hoque Director (Finance), Directorate of Primary Education Bangladesh."— Presentation transcript:
MEETING ON TEACHER DEVELOPMENT FOR INCLUSIVE RELEVANT QUALITY EDUCATION F.M. Enamul Hoque Director (Finance), Directorate of Primary Education Bangladesh May 2012 New Delhi, India Lesson Study in Bangladesh
Country Background Bangladesh is situated to the eastern side of the Indian Subcontinent, flanked by India in the West, North and Northeast and Myanmar to the Southeast Bangladesh is a tropical country and threaded by rivers, the three great rivers, Padma, Jamuna and Meghna The highest density of population in the world having a sustained economic progress with more than 6% growth for last three years. Government of Bangladesh attaches strong importance and priority for achieving the goals of EFA through implementing free and compulsory primary education especially ensuring quality and inclusive education and maintaining gender parity
ORGANIZATIONAL STRUCTURE OF PRIMARY EDUCATION IN BANGLADESH Ministry of Primary and Mass Education (MOPME) Ministry of Primary and Mass Education (MOPME) Directorate of Primary Education (DPE) Divisional Deputy Director Office District Primary Education Office Upazila Education Office SCHOOL National Academy for Primary Education (NAPE) Primary Training Institute (PTI) Upazila Resource Centre (URC)
Education is the fundamental right of citizens of Bangladesh. The Constitution of the People’s Republic of Bangladesh has preserved rights for education with more focus on women development Article 15 (a) of the constitution of the People’s Republic of Bangladesh attaches the same importance to education as other rights like food, shelter, clothing and health care. Article 17 of the constitution also provides (a) establishing a uniform, mass-oriented and universal system of education and extending free and compulsory primary education to removing illiteracy from the country. Constitutional Rights
Education Policy 2010 Education policy 2010 gives much emphasis on primary education and adds separate chapters to express the philosophy of the nation about primary education.
Primary Education in Bangladesh TypesNumbers Government Primary Registered Non-Government Primary Non-registered Primary 666 Community 3169 Kindergarten 4418 NGO 361 Ebtedaee Madrasa 2305 Attached to High Madrasa 9120 Attached to High School 858 Total 78685
Inclusive Education in Bangladesh Achieve Universal Primary Education. According to Census 2010 conducted by Directorate of Primary Education, the enrolment rate is 99.1% in Bangladesh. Promote Gender Equality and Empowerment of Women Bangladesh is committed to meet the Education For All (EFA) goals that all children have access to a completely free and compulsory primary education of good quality. National Plan of Action (NPA) 2002 – The Bangladesh Primary Education (Compulsory) Act 1990 The E-9 Declaration (2000)
Second Primary Education Development Program (PEDP-II) It covers 4 main components Component 1 Quality improvement through organisational development and capacity building Component 4 Improving and supporting equitable access to quality schooling Component 3 Quality improvement through infrastructure development Component 2 Quality improvement in schools and classrooms
Inclusive Education Framework Detailed strategy and action plans have been developed separately specifically to cover Gender and Children with Special Needs. Strategy and action plans have been prepared to Mainstreaming Ethnic Minority Children’s Education and to Mainstreaming Education for Vulnerable Groups.
Strategies and Action Plan to Mainstream Special Needs Children The key areas need to be addressed Improved accessibility and ensuring seating for disabled children Awareness-raising at all levels in the system and within communities Teacher training and support for teachers at school level to bring about changes in teaching methodology Increased teacher awareness of their responsibility to provide for all children Improved identification and assessment of children’s difficulties Flexibility in curriculum and school assessment Children with mentally retarded Children with physically impaired Children with hearing impaired Children with communicational impaired Children with visually ampere
Enrolment State Enrolment in 2012 Grade Normal In ‘000 Special Needs In ‘000 Overall In ‘000 BoysGirlsTotalBoysGirlsTotalGrand Total I II III IV V Total20697
TRAINING IMPARTED ParticipantsNumber Teacher62000 PTI110 ADPEO120 UEO500 AUEO2650 Total65380
PLAN TO IMPART TRAINING ParticipantsNumber C-in-ED16028 Sub-Cluster11496 Need-based10000 Orientation for New Teacher10000 Dip-in-ED1400 Leadership (Head Teacher)100 ICT Education in Model School5000 Total43024
Gender Strategy and Action Plan Document was approved by MoPME in January 2006 Increased numbers of female teachers Greater gender balance in all recruitment Building gender awareness and sensitivity throughout the system
Strategy and Action Plan for Mainstreaming Vulnerable Children’s Education This document considers vulnerability It identifies the following specific groups as being vulnerable: street children, children from the very poor families, working children, child sex workers and children of the sex workers, children from refugee and Biharis (Non- Bengali) communities, children from disaster prone, remote/ river island/char, haor and coastal areas, children living in urban slums, children of special occupation groups and communities (gypsy, sweeper, cobbler etc.), children with HIV/AIDS, trafficked children, orphaned children, children from the tea gardens, children from the fishing community, imprisoned children
Action Plan for Mainstreaming Ethnic Minority Children’s Education Main recommendations are : Recruit community based teachers Organize training and orientation courses for teachers. Introduce pre-primary schooling using mother tongue languages Review curriculum and textbooks Improve infrastructure of the schools Strengthen the supervision and monitoring Strengthen the SMC Establish new primary schools
Emphasis on autism in PEDP-III DPE & UNICEF jointly will organize a consultative/idea-sharing workshop with autism experts in Bangladesh. It is decided that a Meena Cartoon would be developed from the ideas of the sharing workshop. The developed Meena Cartoon will be used for growing awareness about Autism all over the country. Sub cluster training for quick coverage for the teachers. One-day orientation for all level officials/teachers. Ensure screening in the appropriate way at school level. Easily understandable concept paper on different kind of special needs children/excluded children/vulnerable/the reason for drop out could be developed and ensure use.
FUNDING FOR PRIMARY EDUCATION Share of Education in National Budget is about 16.25% Allocation for Primary Education is about 41.15% of total Education Budget Government has Allocated about 7.7 billion BDT in this FY For FY Government is planning to Allocate about 10.0 billion BDT
Key Achievements 6 divisional workshops 64 district workshops 54 PTI trainee teacher’s orientation program on IE IE, Gender, Special Needs/Disability, Tribal & Vulnerable Brochures developed (12 brochures) is under procurement process Calendar on IE developed, printed & distributed (86,000) for year 2008 and 2009 Incorporated IE in SMC training manual (60,000 participants trained during FY) Developed sub-cluster training leaflet on IE issues Incorporated IE in Head teachers’ School Management Training manual (24,000 participants trained) Training manual developed for field level officer Incorporated IE in SMC training manual
National Teachers Training Training in many ways: Inclusive Education incorporated as a subject in DPEd IE training manual developed and training conducted in URCs IE incorporated in pre-primary curriculum developed by NCTB Sub cluster training leaflet developed and ongoing in the system IE leaflet developed and shared with all stakeholders A number of sharing workshops organized for trainee teachers in PTIs
Challenges The main challenges are : Breaking down existing attitudes and values Developing awareness and understanding at all levels Providing support for teachers Providing appropriate teaching and training methods Providing appropriate teaching materials and teaching aids Ensuring transfer of training into teaching practice Ensuring teachers share new knowledge and methodologies Developing a flexible learner-friendly environment Governance especially ensuring good governance up to the grass-roots level
Recommendations Mass awareness-raising of the importance of education within the various communities Provide Early Childhood Education as preparation for formal schooling Link schools with secondary schools, vocational training and other institutions or organisations to assist children Schools to be flexible to respond to the specific difficulties of the local community, in particular schools timing, contact hours, holidays, students evaluation system, teachers appointments, transfer, posting Inter-ministerial coordination and cooperation to improve health, sanitation, education, security, financial support, and relief in times of disaster and food crisis