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Policy Reforms in Education: Lessons & Challenges

Policy Reforms in Education: Lessons & Challenges

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Published by woodstockwoody
This anthology attempts to rethink the educational policies of Bangladesh including such topics as "Domination in the Education System"
This anthology attempts to rethink the educational policies of Bangladesh including such topics as "Domination in the Education System"

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Published by: woodstockwoody on Aug 22, 2010
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02/03/2012

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WHITHER POLICYREFORMS IN EDUCATIONLESSONS AND CHALLENGES
1
 
Whither Policy Reforms in Education Lessons and Challenges2
Content
Preface3Rashed Al Mahmud TitumirEditors Note5Sarwar BasherThe Politics, Economy and Culture of 6Arup Rahee'Education': Some Brief ThesesEducation without a language : Some8Salimullah Khanobservations on the question of mediumof instructionEducation is Light: Idealisation of Education13Nasrin Khandoker and Md. Nabiland The Hegemony of the DominantZuberi
Amar Boi 
; Whose Book? Whose educational21Pavel Partharight?? Amarginal View on the dominatingeducation system and educational rightIt is both ways a danger; to be educated and27Shashoti Dewan and Syeednot to be educated: education, racial dominationFerdousand transformationThe Hidden Pedagogy: Development as a35Manosh ChowdhuryDiscourse of Corporatizationde-, or re-colonizing?: contextualizing the44Mashrur Shahid Hossainteaching of English literature in BangladeshiuniversitiesThe impact of EFAon Education system in53Gazi Mahabubul Alam and SarwarBangladeshBasherPrimary Education Development in74Maliha Shahjahan andBangladesh- Access to Basic Education andMohammad Rayhan SharifRight to Quality education: Analogous orParadoxical?About Madrasah Education79Kawser Bin KhaledInclusive Education in Bangladesh86Ali ManashImprove teacher education: Key92Nusrat ZerinCompetencies required for teachers toimplement inclusive education for thechildren with disabilitiesThe Autonomy of University and the100Shahidul IslamTwenty-Year SchemataHigher Education in Bangladesh: Diversity111Md. Rabiul IslamQuality and AccessibilityThe impact of the 'Brain Drain' on education120Gazi Mahabubul Alam and Sarwarand development:; Acomparative study betweenBasherskilled and semi/unskilled emigrantsNeo liberal PRSP& Education: Apolicy without131Rezaul Karim Chowdhury and SayedactionAminul HaqueReturn from the school system in Bangladesh136Gazi Mahabubul Alam, MirjaMohammad Shahjamal andSarwarBasherEducational Research and Educational Reform147Hosne ara Ferojain BangladeshPlanning for an Effective Teaching Force154K. M. Enamul Hoque
 
Whither Policy Reforms in Education Lessons and Challenges
3
PREFACE
An educational divide reigns supreme in Bangladesh giving way to socio-economic inequality, reflectingthe nature of the statecraft, the contestations within the socio-economic fabric, and the level of exerciseof rights by the populace. Thus, the present anthology investigates into role of education in nation buildingand linkages with knowledge and empowerment. Given the current socio-economic and political transitionin Bangladesh, such a publication of collections is timely and fundamental.As global capitalism acts as the driving force for rapid transformation in education sectors, the process ofglobalization and the policy divide have impeded creation of a complete and comprehensive educationsystem in the country. These rapid neo liberal reforms presents a weak linkage between knowledge andempowerment making education inaccessible and dearly. The educational divide has given rise to aninward, concentric and conformist pattern of knowledge generation and dissemination, where diversityand inclusiveness of education remains reclusive and empowerment and socio economic growthbecomes a far cry.It is evident that global capitalism has been instrumental to enforce our education system undergosuccessive reforms combining neo-liberal policies and classical approaches to achieve conformity ineducational system. Over the last two decades, these neo-liberal reforms have been spearheaded by arange of multilateral and supranational organizations tied into the system of global regime - namely theWorld Bank, the IMF, the WTO with participation of national and international nongovernmental agencies.These unabated neo-liberal reforms in our education system have not taken due cognizance of theprevailing economic, financial and market compulsion of the country thereby exacerbating to reduce stateintervention, promote deregulation of markets and make steady socio-economic progress of the country.On the other hand, the pace of commercialization of education has diverted our education goals,motivations, methods and standards of excellence and even freedom of expression to further consolidateeducation a fortress of capital, not enriching the elements of education. The unique pace of neo liberalreforms in our education sectors has accounted for digital information divide in Bangladesh, creating adysfunctional capital-based education system.Challenges from capitalization and commercialization of education system is a direct manifestation ofdiminishing role of state in education sectors and emergence of corporate and supra-national bodies asnew boss of educational infrastructure. The correlation between politics and capital has becomeincreasingly interdependent, making educationist and reformist standing at odds over the ongoingeducational reforms. Government failure to initiate wholesale de-legitimization process of the full fledgedgovernment schools under the Common School System has made free and compulsory elementaryeducation a far reality. That is why primary education of Bangladesh has been moving towards privatesector management mostly where public primary education sector has been experimented according tothe demand of World Bank's sector wise approach to adjust the structural adjustment policy.The anthology has rightly identified some of the major changes linked to primary and technical education,reduction of state involvement in education services, privatization of higher education, initiation of non-formal education, NGOs' intervention in education services, contrasting Madrassa educations system andprescription of donor agencies in decision making and implementation. In fine, the present-dayeducational system in Bangladesh tells a grim picture of the concentricity, inconformity and lack ofcomprehensive adaptability of the existing educational reforms.Adiverse school system makes it ever exclusive, but comprehensive. Areturn from the present state ofeducation system into a universal state of education incorporating inclusiveness of the needs and genreof our populace is definitely challenging. Unfortunately public investment on education in Bangladesh isminimal and so-called return from the investment on education at this level does not augur well for aninclusive and conforming education system in our country. Madrassa studies never opened up researchand motivation for regeneration and reformation of this system into a modern education. There is a certainlevel of impact of the "Brain Drain" on education and development in the country.There is no denying of the fact that education excels to yield return effectively if education sectors areprofessionally nurtured with capital investment and human resources. The public institutions should takethe lead in this circumstances as evinced from all major developed countries. The contributors haverightly suggested expanding public spending in our education sector to address the adverse impacts ofneo-liberal reforms in our education sectors.It is true that education directly influences politics, culture and economy in the realm of a liberal statecraftas we continue to strive for appropriate reforms in our education sectors. Ideological influence has playeda crucial role in shaping our educational framework that has blocked the adaptability and receptivity ofour education system. Detailing a resourceful teaching force and working out an ever-adaptive education

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