Third and Fourth Periodic Report on CRC - Unicef

<strong>Third</strong> <strong>and</strong> <strong>Fourth</strong> <strong>Periodic</strong> <strong>Report</strong>
The first <strong>and</strong> second phases of English Language Teaching Improvement Project (ELTIP) were implemented
during 1997-2002 <strong>and</strong> 2002-2005 towards reducing the quality gap between urban <strong>and</strong> rural areas. The third
phase of ELTIP, 2005-2008 is now under implementation with the major components of increasing teachers
training facilities, providing management training of personnel <strong>and</strong> providing teaching facilities to un-served
areas. A Non-government Teachers’ Registration <strong>and</strong> Certification Authority (NTRCA) has been established in
order to ensure recruitment of quality teacher for all secondary <strong>and</strong> post secondary educational institutes. The
aim is to have all teachers certified <strong>and</strong> registered as qualified for teaching by this Authority.
Coverage <strong>and</strong> access to secondary education t has been increasing. Gender parity in terms of enrolment has
been achieved, <strong>and</strong> rural <strong>and</strong> urban gap has been declining.
Gross enrolment rate at junior secondary level (grade 6-8) is 55 percent <strong>and</strong> net enrolment rate is 48 percent.
At the higher secondary level (grade 9-10) the GER <strong>and</strong> NER are 42 percent <strong>and</strong> 31 percent respectively
(BANBEIS). The combined GER in secondary school st<strong>and</strong>s at 42.66 percent (girls-47.17 percent). The overall
attendance rate is 68.10 percent (68.52 by girls).
A total of 36 percent male <strong>and</strong> 44 percent female students are attending secondary school at their proper ages
(MICS 2006). 41 percent rural students <strong>and</strong> 52 percent of urban students are attending secondary school at
their appropriate ages.
7.2.6 Madrasah education
In 2002, there were 3,443 Ebtedayee (Primary) Madrasah in the country. In addition, there were 3,574
Madrasah which had Ebtedayee section. This together account for nearly 9 percent of all institutions offering
primary education in the country. They had 458,751 <strong>and</strong> 465,977 students respectively of whom 50 percent
were girls. These students accounted for about 5 percent of all students at primary level. These Madrasahs had
a total number of 28,285 teachers which is about 8 percent of all teachers employed at the primary level. There
has been remarkable growth of Madrasah with primary section, by about 50 percent in the five year period of
1996-2001.
In 2001, there were 5,391 private Madrasahs offering secondary level education, of which 701 were exclusively
for girls. There were 47,514 teachers at that level of whom 2,462 were female teachers. The number of students
at this level was about 650,000 of which 50 percent were girls, indicating achievement of gender equality.
Madrasah Education Board oversees the entire system of Madrasah education. Earlier this education prevailed
outside the mainstream system. Currently, the Government is providing equivalence with the regular school
programme, through the introduction of mainstream subjects such as English, social Science <strong>and</strong> Science.
7.2.7 Vocational training
Vocational <strong>and</strong> technical education is under the control of the Board of Technical Education of the Ministry of
Education, though other ministries such as Ministry of Labour <strong>and</strong> Employment (MoLE), Ministry of Youth <strong>and</strong>
Sports (MoYS), Ministry of Social Welfare (MoSW), MoWCA etc provide vocational <strong>and</strong> technical training. The
main institutions offering vocational training at secondary level are 64 Vocational Training Institutes (VTI) <strong>and</strong>
13 Technical Training Centres (TTCs). At present, there are around 15,000 students (10 percent female), are
attending these institutions. There are other technical <strong>and</strong> vocational institutions operated by both government
<strong>and</strong> non-government authorities.
At higher secondary level, Government Polytechnic Institutes (20), Commercial Institutes (16), other singlepurpose
institutions <strong>and</strong> affiliated non-government institutions offer a variety of courses which lead to diplomas
in technical <strong>and</strong> other vocational subjects.
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