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Bangladesh EFA MDA National Report 2001-2005environment of project-approach. Implementation will gain momentum in time, as a followupof recent review of PEDP-II by MoPME and donors.e) Incentives provided for children of poor families and girls encouraged enrolment butattendance needs to improvement (from around 60 percent).f) Measures taken to enhance physical accommodation, appoint some 14,000 teachers, increasepotable water supply, separate sanitation for boys and girls, improving school environmentand attractiveness proving helpful; andg) Increased provision for improved training of teachers and monitors likely to produce betterresults.h) Piloting the school leaving public examination in primary education in 2006 is likely tocontribute to improvement of quality and higher quality transition to secondary.2.11 What are remaining challenges and issues to be addressed?a) Re-programming activities and re-setting targets of Goal-2, in accordance with policy/ systemindicators, core indicators, and additional indicators, and then prepare the database.b) Improving the database and MIS, supported by extended and regularly updated informationand GIS.c) Making use of the 2005 Baseline Survey of primary education and findings of the Mid-TermReview of PEDP-II, November 2007 to identify and bring in all the “unreached” into primaryeducation, undertake reforms to improve quality and incorporate them into next phase ofPEDP, 2010-2015 to achieve both EFA and Millennium Development goals by 2015.d) Improving delivery and facilitation of lessons and classroom transaction in a participatory andchild friendly environment.e) Reviewing and taking appropriate measures to ensure improvement in assessment of learningachievement.f) Improving relationship between the school management and the local community, upgradingSMC performance, involving of children in school management, and enhancing the activitybasedlearning for children.Goal 3: Life Skills and Lifelong Learning3.1 How are “life skills” defined in your country?In Bangladesh the term “life skills” denotes development of individual capacities to cope with one’s needsat social, mental, physical levels and to achieve established and recognized rights. It also meansenhancement, through training, of individual negotiation capacity in problem solving, in development ofexpertise and capabilities to tackle various circumstances and handle core responsibilities.In case of the young children and youths with inadequate life-experience, development of life skillsincreases their ability to understand, evaluate, and assess their societal status, so much so that they acquirean informed voice and ability to articulate their basic needs.218
Bangladesh EFA MDA National Report 2001-20053.2 Is there national policy and legislation for life skills, non-formal education (NFE), andTechnical and Vocational Education and Training (TVET)?The National Education Policy of 1979 introduced Agro-Technical subjects (similar to policy of 1967)whereby a pre-vocational education program became part of the curriculum in classes 7-8. It was onlypartially successful because of lack of equipment, laboratories, and trained teachers without industrialexperience. Thus, students often took TVET subjects as second options. Government has now tried toimprove this and has linked the middle schools’ vocational training with that of the high schools.In the policy on Non-Formal Education Sub-System “life skills” development, has been designed, as aneducational program for children and adults age-groups 15+ years covering literacy, numeracy, life skillsfor youths and adults, vocational education, livelihood skills training program, equivalency program,quality of life promotion program, and special work skills at basic, middle, and self learning levels. Theage-group includes the disadvantaged young and adults who may not necessarily follow the “ladder”system of education but can pursue courses of varying duration for self or wage employment withincountry or abroad.3.3 Who are the target populations for life skills and lifelong learning programs?8+ years for the non-government organizations and 12-13 years for the government organizations.3.4 Are they specific strategies and programs for the provision of life skills education, NFE, andTVET for disadvantaged groups?Yes, in the National Plan of Action- II (NPA-II) specific strategies and programs exist for thegeographically, economically, socially, ethnically and physically disadvantaged children and adults. Inaddition, under the National Social Welfare Policy (2006), rehabilitation centers have been established for(a) socially disadvantaged, handicapped, delinquent youths, the vulnerable and helpless poor, people inneed of security and safety net programs, homeless (b) hard-core poor, orphan, street-children,,marginalized women with families etc. Appropriate and needs based training, nursing and care, education,welfare –oriented development have been designed to ensure and achieve optimum benefits.3.5 Have the targets set for 2007 for Life Skills Core Indicators been met? Are the targets set for2015 likely to be achieved?a) Youth Literacy Rate (15-24 years age-group): Literacy rate has been 72.73%.b) Gross Enrolment Rate in Technical, and Vocational Education and Training (TVET): Thepopulation of this age-group in 2000 had been 12.15 million and the projection for 2005 hadbeen 30.80 million and for 2015 had been 37.50 million (NPA-II). Of these age-groups 0.24million students were enrolled up to 2005.There is no target set for TVET in a consolidated form by any government agency, and also not in the NPA-II. In the absence of any target, achievement can be compared with the population of the eligible age-groupfor GER. Enrolment is 0.24 million in 2005 as compared to a population of 30.80 million in that year. Ifenrolment is compared to eligible age-group population, then enrolment stands at less than 1%.c) Targets for life skills for 2015 can be met, if (i) the National Coordinator in MoPME organizestarget-setting sessions with all agencies of the government and NGOs, and sets individual219
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