Third and Fourth Periodic Report on CRC - Unicef

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<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. 74
Convention on the Rights of the Child There are several specialised projects (or component of a project where vocational <strong>and</strong> technical training are provided. The ARISE project, initially supported by UNDP <strong>and</strong> mow by UNICE (under different nomenclature), for example, started in 1998 aims to improve the educational <strong>and</strong> vocational training facilities available to street children as a contribution to the overall fulfilment of their rights. This will involve the provision of learning opportunities in non-formal settings. ILO-IPEC is another good example of such initiative. A good number of NGOs in the recent years have started providing different types of technical training either on their own or in association with Government in order to develop the skills of the target groups. 7.2.8 School discipline One of the objectives of the National Plan of Action for Children, 2005-2010 is to help teachers to ensure that no corporal punishment is used against children <strong>and</strong> that discipline in school respects the dignity of the child. All the consultations at Divisional levels including those of children organized for collecting <strong>and</strong> validating information in connection with this <strong>Report</strong> informed that the awareness of all stakeholders has increased, the school management committees are being increasingly involved in operation of the schools <strong>and</strong> the teachers more student-friendly than before resulting, among others, notable reduction of corporal punishment <strong>and</strong> improved discipline in the primary <strong>and</strong> secondary educational institutions. Efforts by government, NGOs <strong>and</strong> civil societies towards enhancing physical facilities, increasing the number of teachers, providing different types of training, strengthening school management committees etc are the important factor behind improvement of discipline in the schools. Improvement of school discipline is a vital part of all categories of training <strong>and</strong> awareness building provided to stakeholders, starting from parents <strong>and</strong> care givers to management committee members. 7.2.9 Literacy rate The rate of literacy of population 15 years <strong>and</strong> above is estimated at around 52 percent in 2004, a significant improvement over a rate of around 30 percent since 1990 (BBS). Generally, the rate of literacy is much higher in urban area (68 percent), compared to rural area (47 percent) <strong>and</strong> gender wise, females are less literate (46 percent) than males (57 percent). The MICS 2006 shows that nationally, 70 percent women aged 15-24 years were literate, which is more or less in conformity to national statistics estimated by BBS. The rate in rural area was 68 percent <strong>and</strong> urban area 75 percent; very low in slums (38 percent) <strong>and</strong> tribal areas (55 percent). This rate varies between the Divisions, from 63 percent to 74 percent. There was strong co-relation between literacy <strong>and</strong> education <strong>and</strong> socio-economic status of the household. The Government in collaboration with NGOs are implementing different interventions to make the literacy programme more effective <strong>and</strong> targeting to serve more than 1.66 million people under Total Literacy Movement (TLM) course. 7.2.10Financing of education sector A. Budget allocation The Government allocates highest budgetary resources in the education sector. There is an overall consistency in development budget (Annual Development Programme) in education, allocating more than 13% of the total budget since 1990. The total development budget allocations, as shown in Table below, for the sector increased from Taka 21,710 million in 200-/02 to Taka 35,950 million in 2006-07, an increase by 65 percent within a period 75
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Third and Fourth Periodic Report on CRC - Unicef

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