Third and Fourth Periodic Report on CRC - Unicef

<strong>Third</strong> <strong>and</strong> <strong>Fourth</strong> <strong>Periodic</strong> <strong>Report</strong>
Reorganization of National Curriculum <strong>and</strong> Tex Book Board, establishing two units (Curriculum <strong>and</strong> Text book),
has been started with the objective to deliver quality output by each unit. On important function of the Curriculum
Unit would be development <strong>and</strong> modernization of Secondary, Technical <strong>and</strong> Madrasah Curricula. A separate
entity named Independent Textbook Evaluation (ITEC) has been established. Computers are being distributed
to schools <strong>and</strong> Madrasahs, with provision of training to teachers for computer application. Other activities for
improvement of overall education quality include: strengthening monitoring <strong>and</strong> overseeing, re-organizing
Management Committees/Governing bodies of educational schools, reforming existing examination system,
delivery of text book to the student in time, strengthening teachers training etc.
7.4 Rest, leisure, recreation <strong>and</strong> cultural <strong>and</strong> artistic activities
The State is responsible for ensuring the right of citizens to reasonable rest, recreation <strong>and</strong> leisure.
Constitutional obligation of the State is to adopt measures to ‘conserve the cultural traditions <strong>and</strong> heritage of the
people’ <strong>and</strong> to ‘foster <strong>and</strong> improve the national language, literature <strong>and</strong> the arts’ so as to give all sections of the
population an opportunity to contribute towards <strong>and</strong> participate in the enrichment of the national culture.
Because of the available space <strong>and</strong> general environment, children in rural areas have more scope for play <strong>and</strong>
recreation than those living in urban areas. In terms of access to recreational <strong>and</strong> cultural facilities, children from
families of higher socio-economic status are in a much better position than those from disadvantaged families.
This is qualified, however, by the excessive pressure on many such children to study hard to achieve academic
success, which leaves them with little leisure time.
Working children (especially child domestics) are often deprived of opportunities for leisure, recreation <strong>and</strong> even
rest because of their long working hours <strong>and</strong> irregular holidays. One of a number of television spots recently
produced by the Government aims to sensitize employers of child domestics on the latter’s right to take time off
from work to play. This point is also emphasized in social mobilization activities under non-formal education
programmes for working children.
In order to increase family’s knowledge about early childhood development, through the Early Childhood
Development project, awareness building <strong>and</strong> capacity building of different stakeholders were carried out at a
large scale. These increased awareness on the importance of play <strong>and</strong> assist them to create a stimulating
environment to promote their young children’s all-round development.
In towns <strong>and</strong> cities, the Bangladesh Shishu (Children’s) Academy organizes cultural programmes including
painting, drama, poetry recitation, dance, singing <strong>and</strong> playing musical instruments. Children also have access
to national cultural institutions such as the National Museum <strong>and</strong> Academy of Fine Arts. Children of higher
socioeconomic groups can avail these facilities relatively more.
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