Bangladesh EFA MDA National Report 2001-2005 - United Nations ...

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Bangladesh EFA MDA National Report 2001-2005School Curriculum and Textbooks (for Quality and Quality assurance)Review, improve and restructure the curricula introduced from 2003 and re-orient and tune them to thenew knowledge-based and technology-oriented society and its demand for occupationally andprofessionally skilled people; curricula must include everyday science matters and promote criticallearning and higher order of thinking, gaining knowledge and ability to use them in real life instead ofrote learning or copying, and passing the examination marginally;Improve the quality and content of textbooks in line with the new curricula that would stimulate theurge to learn and reason, to be analytical and creative, to develop “thinking skills”, to be questioningand searching for solutions rather than looking for ready made answers; introduce topics likeHIV/AIDS; arsenic contamination and remedy;Supply textbooks free of cost to all children in all primary level institutions (as a matter of right ofevery child), regardless of their management (government, private, etc) expand and give full coveragein supply of free stationery, pencils, workbooks, drawing books, instrument box, etc to children in allinstitutions;Establish and equip libraries in schools with adequate sets of textbooks of each grade and other booksfor supplementary reading in areas of children’s interest such as stories in original or abridged form,pictorials, maps and map making equipments, educative cartoons and drawing materials, magazines,etc; put up at least two computers in the library to attract and stimulate children’s curiosity andinitiative to engage in learning Information and Communication Technology (ICT) and be creative;Provide educational aids like wall charts, globes, models, computers, simple laboratory equipmentsetc. as well as audiovisual equipment to schools, on a phased basis;The curricula, textbooks, delivery methods and approaches, organization of classrooms and schoolsand supporting/supplementary materials and training activities will all have one goal – to improve thequality of education and high quality products of the primary education system. Academic supervision,monitoring, periodical evaluation, action research and associated activities will be improved,introduced and promising results replicated;Science and Mathematics contents as well as English learning will be substantially increased, focusingon science as related to everyday life and environ (eg why and how does it rain, what is thephenomenon of lightning, how does sound travel, how do the batteries in flashlight or the wicker in ahurricane lantern work, how do plant seeds germinate, why physical exercise is necessary, whysmoking or drug habits must be shunned, and so on and on).Teacher Recruitment and Training (for Quality and Quality assurance)While the qualification of teachers should be raised to a minimum of Bachelor’s degree by 2008; allnew recruitments should aim at attracting persons not only with Bachelor’s degree but also B. Ed inprimary education; allow the existing teachers to upgrade their basic qualification (by arrangementwith Open University); ensure Head Teachers have a B. A, B. Ed by 2008 and M. Ed in primaryeducation by 2010; enhance the status of HTs and teachers to attract people with right qualificationand aptitude and give them enhanced remuneration package, commensurate with the qualification andquality of work required of them;104
Bangladesh EFA MDA National Report 2001-2005Fill up all existing vacancies of teachers and subsequently create necessary posts and make continuousrecruitment to bring up the teacher/student ratio to 1:40 by 2010; make advance plans for quickreplacement of retiring teachers through timely recruitment, training and placement of new recruits ingood time leaving no vacuum; and recruit all new teachers from among female candidates with newlyfixed qualification until 60% quota of female teachers is filled, preferably by 2008. Both district andUpazilla quotas may be used in recruitment of female teachers, keeping in view the convenience oftheir residential accommodation;Teachers without training would not be placed in classroom. Where posts would have to be filled onemergency basis, the new recruits will be put through a two-week orientation course before beingassigned to conduct classes. The course will include pedagogy, classroom norms and art oftransactions, how to facilitate class and deal with children in a child-friendly participatory format. Itwill also include how to prepare lesson plans and use it in facilitating the class; how to conduct CPAand CLA and assess homework, etc. This would be followed up with two days’ training in sub-clustertraining every month. They would be sent to PTIs for C-in-Ed course within the first year ofrecruitment;Review and revise teachers’ training curriculum (in anticipation and in light of the proposed newschool curriculum) and that of training of AUEOs and Instructors of PTIs, and organize short-term(one-month) training courses for AUEOs in batches and refresher courses at NAPE for improving theirskills in academic supervision and providing effective in-service sub-cluster training to teachers; theinspection mode of supervision will be discarded;Make an assessment of the training needs of the present female recruits and others who received notraining at all, besides identifying the needs of retraining, supplementary training and specializedtraining; organize necessary training courses accordingly;Make optimum use of existing PTIs and if required, examine necessity of expanding and strengtheningthe existing ones or setting up new PTIs to raise the capacity to handle 10,000 trainees a year, fullyequipped with modern facilities and well-stocked libraries where normal training courses as well asspecialized training of trainers can be conducted, teachers’ training facilities being made available forboth government and private sector schools; if necessary, organize a crash program of training ofuntrained teachers through trained and well-known effective teachers;Introduce new recruitment rules to fill the posts of PTI Instructors with university graduates (M. A inPrimary Education) or Master’s with primary education as a major subject or major in primaryeducation and, if necessary, arrange with universities to establish similar courses as has been done bythe Universities of Dhaka and Rajshahi; increase the number of PTI Instructors’ posts to 1000 by 2010and fill all vacant posts by 2008 after due training; allow no untrained new recruit to conduct classes;Strengthen institutional capacity of NAPE, particularly to conduct research, innovate new methodsand materials, improve the quality of training of Instructors of PTIs, provide support and services tofield level officers for primary education management, especially to Upazilla Education Officers andthe Upazilla Resource Centres;Raise the status of NAPE to enable it to organize and conduct B. Ed and M. Ed courses in primaryeducation from 2008. Leave no posts of trainers vacant in NAPE and ensure all incumbents stay intheir posts for at least 4 years and all staff receiving foreign training serve at least for five years onreturn (where promotions become due one can continue with promotion with the new scale of pay).105
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