Third and Fourth Periodic Report on CRC - Unicef

More documents

Recommendations

Info

<strong>Third</strong> <strong>and</strong> <strong>Fourth</strong> <strong>Periodic</strong> <strong>Report</strong> below-poverty level families which account for about 40 percent, remain excluded from primary education. Although primary education is officially free <strong>and</strong> universal, there are other direct costs i.e., admission fee, examination fee, day observation fee, peon fee, utility fees etc. Besides, there are incidental costs, e.g. transport, dress etc. Table 7.2: Gross Enrolment Status by Poverty <strong>and</strong> Location, 2000 (% of age cohort) Group Urban Rural National Boys Girls Total Boys Girls Total Boys Girls Total Poor 81. 2 88. 8 84. 9 82. 1 87. 3 84. 6 82. 0 87. 5 84. 6 Non-poor 104. 8 97. 3 101. 1 99. 1 101. 8 100. 4 100. 3 100. 8 100. 5 Total 93. 5 93. 3 93. 4 88. 6 92. 7 92. 7 90. 6 92. 8 91. 1 Source: World Bank: 2002 World Development Indicators, Washington D.C <strong>and</strong> Bangladesh Bureau of Statistics: Population Census 2001, Preliminary <strong>Report</strong>, Dhaka. The Government is committed to achieve total enrolment by 2015 with maintaining quality. The Government under the multi year <strong>and</strong> multi component PEDP-II has adopted a programme approach to address the concerns of primary education with many-fold focus: increasing number of teachers, class room <strong>and</strong> infrastructure; improving class room environment; enhancing training <strong>and</strong> other incentives for teacher as well as systemizing teacher recruit procedure <strong>and</strong> strengthening management practices in the schools. One of the important initiatives of the State Party is development of Grade-I level books in two tribal languages, namely Murma <strong>and</strong> Bom, in cooperation with a national NGO. As a pilot project, local languages would be the medium of instructions for Grade-I students of these tribal groups in B<strong>and</strong>arban district in CHT from next academic session (2008). Government has already decided to exp<strong>and</strong> the programme incorporating other tribal languages by phases. Research to this effect is being conducted 7.2.4 Non-formal education The Government has been implementing massive Non-formal Education (NFE) programme since 1990s, focusing on basic literacy in achieving universal coverage. The Bureau of Non-Formal Education (BNFE) was established by the Government during the <strong>Report</strong>ing period, <strong>and</strong> a national non-formal education policy framework has been prepared <strong>and</strong> approved in January 2006. The Government <strong>and</strong> over a thous<strong>and</strong> NGOs, a large number of CBOs <strong>and</strong> religious institutions provide nonformal education to children. There are several target groups for non-formal approach, i.e. (a) early child education; (b) basic literacy to targeted groups; (c) adult literacy for male <strong>and</strong> females; (d) continuing education for neo-literates <strong>and</strong> (e) skill development for income generation, promotion of quality of life <strong>and</strong> living <strong>and</strong> creating civic awareness. The non-formal education that NGOs have generally provided incorporates basic literacy <strong>and</strong> numeracy for the dropouts or the disadvantaged <strong>and</strong> adolescents. Some large NGOs have progressed to provide core primary education besides the learning materials <strong>and</strong> pedagogy they use as supplementary learning materials. The adolescent programme is designed to give the dropouts <strong>and</strong> disadvantaged a second programme. As mentioned earlier, the cooperation between NGO, CBO <strong>and</strong> Government has been strengthened to implement <strong>and</strong> promote the non-formal educational activities. Under an agreement between the MoPME <strong>and</strong> BRAC, the latter has been operating around 25,000 non-formal schools. 72
Convention on the Rights of the Child The Basic Education for Hard to Reach Urban Working Children (BEHTRUC) Second Phase has been made operational from 2006. During the project period a total of 200,000 urban working children will be enrolled in a life skills based non-formal education course specifically developed for them, consisting of five learning cycles of eight months each. The preparatory phase of the Time Bound Programme (TBP) for the Elimination of the Worst Forms of Child Labour (WFCL) has completed in December 2006. The programme is led by ILO in partnership with UNICEF <strong>and</strong> ADB under the Ministry of Labour <strong>and</strong> Employment (MOLE). The implementation of the programme started with component programme titled TBP-Urban Informal Economy. 7.2.5 Secondary education The secondary school system is as diverse as the primary system except that NGOs are not involved in the same scale. More than 98 percent secondary schools are private; however, the Government pays 90 percent of teacher <strong>and</strong> staff salary of these institutions. The number of student in secondary school education is about 7.90 million, of whom over 53 percent are female. At secondary level the rate of student to teacher is 40:1. There are several secondary education programmes undertaken by Government. Secondary Education Sector Improvement Project (SEISP), 1999-2005, has attempting to provide policy support, decentralise <strong>and</strong> strengthen sector management, privatise textbook production, reform the examination process, improve teacher education, strengthen school management, <strong>and</strong> improve school assets in underserved areas. The recent Teaching Quality Improvement Project in secondary education is attempting to improve the teachers’ training colleges <strong>and</strong> in-service training. It also seeks to ensure that teachers from remote rural areas have equitable access to the project. Table 7.3: Secondary Institutions <strong>and</strong> Enrolment: 2001 Type Ownership Schools/Institutions Total Enrolment Total Teachers (# Student) 2001 2005 2001 2005 2001 2005 Junior Government - - - - - - Secondary Private 3245 4322 732298 910914 211311 36122 (60%) (58%) (10%) (20%) Secondary Government 317 317 221215 221887 6913 7452 (46%) (47%) (35%) (31%) Private 12604 18183 6933497 6265751 155053 230706 (53%) (51.6%) (15%) (20%) Dakhil Government - - - - - - Private 5391 6688 1055791 2236025 67026 98123 (54%) (52%) (5%) (10%) Vocational Government 143 180 6339 48419 2284 2939 (13%) (13%) (13%) (12%) Private 522 1368 38622 112425 2247 8126 (37%) (29%) (26%) (23%) Source: Note: Bangladesh Bureau of Educational Information <strong>and</strong> Statistics (BANBEIS). Figures in the bracket indicate female share 73
Page 3 and 4:
Convention on the Rights of the Chi
Page 5 and 6:
Page 7 and 8:
Page 9 and 10:
Page 11 and 12:
Page 13 and 14:
Page 15 and 16:
Page 17 and 18:
Page 19 and 20:
Page 21 and 22:
Page 23 and 24: Convention on the Rights of the Chi
Page 73: Convention on the Rights of the Chi
Page 125 and 126:
Page 127 and 128:
Page 129 and 130:
Page 131 and 132:
Page 133 and 134:
Page 135 and 136:
Page 137 and 138:
Page 139 and 140:
Page 141 and 142:
Page 143 and 144:
Page 145 and 146:
Page 147 and 148:
Page 149 and 150:
Page 151 and 152:
Page 153 and 154:
Page 155 and 156:
Page 157 and 158:
Page 159 and 160:
Page 161 and 162:
Page 163 and 164:
Page 165 and 166:
show all

Third and Fourth Periodic Report on CRC - Unicef

Create successful ePaper yourself

Delete template?

Save as template?