Assignment

Course Title: Course Code: Topic Name: Human Recourse Management HRM-

Training and Development Institutes in Bangladesh

Submitted To Masud Rana
Lecturer of School of BBA

Submitted By
Md. Anwar Hossain
Dept: BBA ID No: 10510461

Submitted Date: 21/06/2012

List of Training & Development Institute in Bangladesh:

1. Teachers' Training Institute 2. Press Institute Bangladesh 3. National Hotel & Tourism Training Institute ( NHTTI) 4. BRAC Development Institute (BDI) 5. 6. British Council Training Institute. 7. Bangladesh Institute of Marine Technology (BIMT) 8. Bangladesh-Korea Technical Training Center 9. Bangladesh-German Technical Training Center 10. Chittagong Technical Training Center 11. Rajshahi Technical Training Center 12. Comilla Technical Training Center 13. Faridpur Technical Training Center 14. Rangamati Technical Training Center 15. Khulna Technical Training Center 16. Mymenshing Technical Training Center 17. Bogra Technical Training Center 18. Barisal Technical Training Center 19. SFM Mohila Technical Training Center 20. Keranigonj Technical Training Center 21. Sylhet Mohila Technical Training Center 22. Danajpur Technical Training Center 23. Bangladesh Skill Development Institute (BSDI) 24. Bangladesh Institute of Management (BIM) 25. Bangladesh Institute of Human Resource Management 26. Bangladesh Public Administration Training Centre (BPATC) 27. National Academy for Planning and Development (NAPD 28. National Hotel & Tourism Training Institute (NHTTI)

29. BGMEA University of Fashion & Technology (BUFT) 30. Daffodil Institute of IT ( DIIT) 31. Natore Technical Training Center

Press Institute Bangladesh The Press Institute of Bangladesh (PIB) was first conceptualized by the Bangabandhu Government in 1974. The decision of the government reported by the Daily Sangbad says, establishing of the National Press Institute including facilities such as hotel, cafeteria, auditorium and library with a view of enhancing journalism and training of journalists in the country is under government’s active consideration. Officially PIB was established on the 18th of August 1976 by a resolution through notification in the Bangladesh Gazette, Extraordinary, Registered No. DA-1, published by authority. The function of PIB was conceptualized in four distinct domains considering the needs and realities of the time. Thirty four years back the media horizon was limited, there were few journalists, communication and media technologies were traditional and people’s expectation from media and journalists was not as high as it is now-a-days. The present realities are different. A mediated society is going to emerge in Bangladesh. This changing perspectives demand new look out and programmatic interactions from PIB. The 'Vision 2021' of the present government along with its programmes on social change (Din Bodoler Karmasuchi) and Digital Bangladesh has added new dimension to the conceptual premise of PIB. Under the able policy guidelines of the Ministry of Information, PIB has reconceptualized its vision and functions.

Bangladesh Skill Development Institute (BSDI) Bangladesh Skill Development Institute (BSDI) has been working since 2002 as the leading Education, Training and Human Resources management consulting

organization in Bangladesh. The main objective of this organization is to develop the human resources of our country so that they can make them fit for the competitive job market and to grow their professionalism. BSDI is an approved by the Bangladesh Technical Education Board, Ministry of Education for providing different types of IT, Business and Professional development training courses and already has achieved the trust and reputation for the quality, standard and success of its students/participants. Since 2003 BSDI has successfully assisted hundreds of corporate and government organizations in Bangladesh to develop high performance work culture, leaders, executives and staff through its integrated and effective human resources management consulting and customized learning solutions. The clientele includes Corporate Organizations from Banking and Financial, Telecom, Local Groups, Housing and Land Development companies, NGO’s, International Donor Agencies, Embassies, different ministries of the Government of the people’s republic of Bangladesh.

Mission: The mission of the institute is to raise the socioeconomic condition of the half educated and poor people of Bangladesh to a level that can effectively participate in the national development with enhanced and dignity for fulfillment of their basic rights.

Vision: To be a pioneer institute in developing human resources by providing the unprivileged and unskilled youth with the required hands on training and opportunities & enabling them to be country’s assets instead of liabilities.

Training Program Benefit:

 To develop the target group as semi-skilled / skilled manpower, by providing them with skill training and knowledge associated with the occupational involvement.  To develop proper attitudes to work, that prepare the trainees to have the best adjustment to work situations that they need to have to cope up with the training.  To assist & train the target group to find employment in overseas countries as well as in Bangladesh.  To develop among the trainees a deep sense of responsibility towards employment, this will eventually make them acceptable and participating citizen of the country.

National Hotel & Tourism Training Institute ( NHTTI) Tourism is an income generating activity of the highest importance in the current world and holds great economic promise for the developing countries. Recognizing the need for training in all areas involved with tourism development, the National Hotel & Tourism Training Institute (NHTTI) was established in 1974 under Bangladesh Parjatan Corporation (The National Tourism Organization). The efficient management of Tourism Products depends upon professional training. In order to develop professionalism and provide a cadre of skilled and trained manpower to meet the increasing demands of the trained personnel for Hotel & Tourism Industry both at home and abroad, this Institute offers various courses of different duration. Besides offering regular courses, NHTTI in 1994 as a test case for the first time started a two year long diploma in Hotel Management Course. With the expansion of tourism in

the country, need for skilled manpower in the supervisory level is felt every now and then. Hence, Diploma certificate in Hotel Management Course has been re-introduced on a regular basis. The institute also provides in-service and on the job training for BPC personnel and arrange special seminar and workshop related to tourism development. Mission of NHTTI It is evident that National Hotel & Tourism Training Institute (NHTTI), since its inception has aimed at supporting and developing the hotel industry and other tourism related sectors by producing trained manpower ever needed to elevate the existing standard. The institute, undoubtedly, has stood as a pivot for the development of hotel & tourism industry. It has not only played a significant role in fulfilling the increasing demand of the trained manpower, but also in assisting the industry by providing the consultancy services as well. The main objective of the institute is to fulfill the need of the trained manpower required for the development and promotion of Hotel & Tourism related sector. Besides, the institute has set the following immediate objectives:

To produce trained personnel required for the hotel, travel agency and other related sector

To upgrade the slandered of the already employed personnel by providing them with the opportunities of in-service training.

To develop efficiency of the employees working in different areas by conducting on-the-job training, refresher course, and on the spot mobile training.

To design and implement special modular course particularly for untrained but employed personnel working in various hotel & tourism sectors.

To provide the technical knowledge and skill needed by well-qualified young persons to start on the management ladder.

BRAC Development Institute (BDI) BRAC Development Institute (BDI) is a resource center dedicated to promote research, provide graduate training and build knowledge to address the challenges of poverty, inequity and social injustice in the global south. BDI takes an inclusive, multidisciplinary approach, across research, teaching and communications, to fulfill its mandate – to constantly challenge conventional knowledge and advance a southern voice in the global development discourse. BDI, established in July 2008, takes as its starting point the hugely successful and massively scaled up development interventions put forth by BRAC, Grameen, Gonoshasthaya Kendra and many others – in immunization, oral rehydration therapy, family planning, health awareness, legal aid, non-formal primary schooling,

microfinance among others. Much of the expertise and knowledge housed at the aforementioned institutions are not being successfully communicated and used due to the lack of an effective collaborative platform. Their contributions to knowledge creation become apparent only when the World Bank, DFID or other donor organizations, or academics from the North decide to write about them. These organizations generally have very limited organic capacities to articulate and disseminate their work and as such, much of the knowledge and lessons learnt fall through the cracks. BDI, by positioning itself at the center of researchers, academics and learners, development organizations, policy makers and donor agencies, intends to fill some of these gaps.

Vision BDI, anchored in the basic ethos of BRAC? Developing solutions to the challenges of poverty, inequity and social injustice, recognizes the following as its core functions: creating knowledge: ensuring visibility of the innovative development experiences in the South and upholding the southern voice in the global development discourse

convening experts: providing a convening platform for practitioners, academics and policy makers to come together to focus on specific problems of the poor and develop new strategies and pathways to alleviate these conditions incubating ideas: field testing fresh, new ideas through rigorous qualitative and quantitative studies and pilot projects to understand process and impacts and thus, distilling best practice lessons for adaptation and scaling up advocating policy: working with policy makers to promote pro-poor development strategies

Teachers' Training Institute An institute for professional preparation of teachers through formal coursework and practice teaching. Teachers' training originated in France (1685) by St. John Baptist de la Salle. It spread in Europe thanks to the initiatives of a German Protestant minister August Hermann Francke (1663-1770) and a Swiss reformer Johann Pestalozzi (17461827), and through the influence of Monitorial System (a method of elementary education introduced in the early 19th century by British educators Joseph Lancaster and Andrew Bell). The history of teachers' training in the subcontinent can be traced back to 1716 when Danish settlers at Tribangkur (in south India) had established an elementary teachers' training institute. In the following decades, there had been a tussle between the
INDIA COMPANY EAST

and the religious authority as to who would control the education system

in the subcontinent. During the period of 1835-38, William Adam of East India Company

submitted three reports on education system of Bangla and Bihar. In his third report he suggested that free textbooks should be distributed among teachers to encourage them in good teaching. He recommended the establishment of Normal School or primary teacher training schools. According to his suggestions, teachers should study one to three months a year for a total period of four years in these normal schools. Time and again every education commission report put importance on teachers' training and a number of institutes were established.
WOOD'S EDUCATION DESPATCH

published in 1858 also put emphasis on teachers' training

and consequently, Normal schools were opened at Dhaka (1857), Comilla (1869) and Rangpur (1882). In 1885, the Comilla Normal School was transferred to Chittagong. In 1882, the
HUNTER COMMISSION

proposed a one-year training for secondary school Report published in 1917 suggested that the

teachers. The

SADLER COMMISSION

universities should take the responsibility of professional education and research. HR James, principal of
PRESIDENCY COLLEGE,

Calcutta wrote in his report (1909) that

there had been Normal schools in Bengal for the training of the primary teachers and an experiment at Kurseong was a pioneering step in training the secondary teachers. The experiment was short lived and practically, there was no training for the teachers of the high English schools in Bengal. The subcontinent's first teachers' training institute for secondary teachers was established at Bombay in January 1906. The Dhaka Teachers' Training College was set up in 1909. Two types of primary training institutes were set up in 1951: primary training school and primary training centres. Four primary training institutes were established in that year but eventually, they were abolished. After independence of Bangladesh, the government formed a committee in 1972 to recommend a national education policy and it submitted its report in 1974. The report noted that the existing training programme for secondary teachers was not sufficient. All the reports of different education commissions formed later recommended an increase in the period of study of teachers in the teachers' training institutes from ten months to two years, which is yet to be realised.

At present, there are 53 primary training institutes, 10 teachers' training colleges for secondary teachers, one training college for teachers in physical education, one technical teachers' training college and 15 private teachers' training colleges in Bangladesh. Some private universities now run B Ed programme for non-trained teachers. Among the colleges, Dhaka Teachers' Training College runs a three-year Honours course. Institute of Education and Research (IER) of the
UNIVERSITY OF DHAKA

has a four -year B Ed (Honours) programme, which had been conducted as a threeyear one until 2001. Bangladesh Institute of Distance Education (BIDE) under the administrative guidance of the Ministry of Education started the bachelor of education programme (B Ed) in 1985 by open and distance method. It was run academically by the
UNIVERSITY OF RAJSHAHI.

Since 1992, Bangladesh Open University is running C Ed, B Ed and M Ed programmes by open and distance method. Teachers' training institutes of Bangladesh can be categorised into primary and secondary as far as the level of education is concerned. The training, however, is imparted in different types of institutes. Primary teachers' training institutes are run under National Academy for Primary Education, while the secondary teachers training programme is run by the teacher training colleges under the academic control of the
NATIONAL UNIVERSITY.

Training of secondary school teachers is conducted by IER of the

University of Dhaka as well as by some private universities. Bangladesh Open University also conducts a set of similar programmes. Training in these institutions can be divided into face-to-face and open-and-distance mode. In the face-to-face mode the institutes run their programme by their own appointed trainers, while in the open-anddistance mode, the core faculty members do their jobs in the form of different groups, eg, curriculum setters group, course writers group, examination committees and media lesson preparation committee. Due to lack of up-to-date instructional facilities the core faculty members seldom meet their learners. The learners have to go to designated tutorial centres to attend bimonthly tutorial sessions.

At present, all national teachers' training institutes have usually one or a fixed number of schools attached with them, so that students can practise teaching in these schools. Institutes like IER have a number of demonstration schools where trainee teachers are sent to conduct lessons and supervisors go there regularly to evaluate the trainees' performance.

Bangladesh Institute of Human Resource Management Bangladesh Institute of Human Resource Management Foundation is the premier & international standard H.R.M professional education & training institute of Bangladesh. BIHRM is a non political, non profitable and charitable autonomous foundation which is registered by the Government of Bangladesh, Ministry of Commerce, Registrar of Joint stock companies & firms under society registration Act, 1860.

BIHRM is run by University teachers, H.R specialists, High ranking H.R Official of various esteemed organizations. BIHRM Maintains close relation with similar International Institutions and Associations specially Asia Pacific, UK & USA based H.R organizations.

Objectives

The objectives of the Institute are to impart education & training to develop students, executives & Managers at all levels, engaged in commercial, industrial and service organizations of private, public sectors and NGOs.

to develop innovative thinking & analytical skills to become professional leader in the field of H.R.M.

to co-operate with similar institutions at home & abroad in promoting exchange of knowledge and experience.

to increase participants' confidence in their ability to make organizational decision promptly & effectively.

Vision

&

Mission

of

BIHRM

BIHRM hopes to serve men and would become a leader in management institutions through maintaining International standard quality management education at minimum cost. We believe Human is the best creature Man is for mankind.

Bangladesh Maritime Training Institute (BMTI) Bangladesh Maritime Training Institute (BMTI) was established in 2001 to provide relevant upgrading training for Bangladesh seafarers serving on board various foreign ships worldwide as per the requirements of IMO & STCW. It was built with the vision to provide competent seafarers to meet the high standards and requirement in today's ever-changing shipping industry.

Improving the human factor in ship operation was a key objective and the establishment of BMTI constituted an important element of this challenge.

Seafarers of all nationalities are welcome to attend any of the courses provided . We truly believe in achieving excellence through training. We are approved by our National Shipping Administration, DG Shipping Bangladesh for conducting STCW courses. Recently, BMTI has obtained ISO 9001-2000 from Germanischer Lloyds for its quality management system. We are the first maritime training institute to obtain such recognition in Bangladesh.

Bangladesh Youth Leadership Center (BYLC) Bangladesh Youth Leadership Center (BYLC) is a registered non-profit and nonpartisan youth leadership training institute in Bangladesh. BYLC works to bridge gaps in society by uniting youth from diverse backgrounds, equipping them with leadership, problem solving and teamwork skills, and engaging them in community service and active citizenship. The concept of a youth leadership center was originally developed at Harvard University’s Kennedy School of Government in January 2008. The proposal for a month-long leadership program, Building Bridges through Leadership Training (BBLT), was jointly developed by Ejaj Ahmad, then a graduate student at Harvard University, and Shammi S. Quddus, then an undergraduate student at the Massachusetts Institute of Technology (MIT). The proposal won the 2008 Kathryn Davis Projects for Peace Prize in March 2008. Ejaj and Shammi ran the BBLT pilot in Chittagong in the summer of 2008 with support from MIT Public Service Center. Building on the success and lessons learned from the pilot, the BBLT program was encapsulated within the framework of a non-profit organization, the Bangladesh Youth Leadership Center (BYLC). In early 2009, the organization was registered with the Registrar of Joint Stock Companies and Firms in Bangladesh as a non-partisan social venture. BBLT, now a four-month long program, is the signature project of BYLC. The first month consists of intensive classroom training on leadership. In the next three months, participants work in teams to organize service projects in underprivileged communities. BBLT Junior (BBLT-J), a new month-long program launched in 2010, creates an opportunity for BBLT graduates to teach leadership to secondary school students. BYLC also conducts executive programs and workshops on leadership for college and university students. Over the past two years, BYLC's innovative approach to leadership development has been recognized by, among others, the U.S. State Department, the World Bank Group,

the International Youth Foundation, the British High Commission in Dhaka, the Asia Society, the Washington Post and the Daily Star Independence Day Special.

Our vision Our vision is to create a poverty-free Bangladesh driven by the next generation of home-grown leaders.

Our mission

BYLC works to bridge gaps in society by uniting youth from diverse backgrounds, equipping them with leadership, problem solving and teamwork skills, and engaging them in community service and active citizenship.

Public Administration Training Centre (BPATC) Public Administration Training Centre (BPATC) is the apex training institute in the Public Sector of Bangladesh. Government officials of almost all cadres and officials belonging to various departments and autonomous bodies undergo training at BPATC. The Centre was established on April 28, 1984 as an autonomous organization by merging former Bangladesh Administrative Staff College (BASC), National Institute of Public Administration (NIPA), Civil Officers Training Academy (COTA) and Staff Training Institute (STI). It is 28 kilometres away from Dhaka city and is located in a beautiful place along Dhaka-Aricha highway near Jahangirnagar University. It has four regional centres in Dhaka, Chittagong, Khulna and Rajshahi. The Centre conducts three core courses, namely Senior Staff Course (SSC), Advanced Course on Administration and Development (ACAD) and Foundation Training Course (FTC). Joint Secretaries to the Government and the equivalent from different departments and autonomous bodies participate in the 45 day-long SSC. The ACAD is designed for Deputy Secretaries and the equivalent from various Ministries/Departments and autonomous organizations (duration 45 days) and new entrants to the Bangladesh Civil Service (BCS) and other class-I officers of the government participate in the Foundation Training Course

(duration 4 months). Rector is the Chief Executive Officer of the Centre. BPATC is staffed with six Members Directing Staff (MDS) (Additional/Joint Secretary and officials of the same status), 19 Directors (Deputy Secretary and officers of the same status) and 90 other Class-I Officials of the position of Deputy Directors, Librarians, Assistant Systems Analyst, Programmer, Medical Officers, Senior Research Officers, Assistant Directors, Assistant Programmer, Publication Officer, Research Officers and Evaluation Officers etc.

BANBEIS - Bangladesh Bureau of Educational Information and Statistics Background: BANBEIS has started to conduct computer application training to the teachers of secondary and higher secondary level of secondary schools, colleges and madrasahs from the FY 2003-04 and about 205 teachers have been trained in each year through GOB budget in only one Computer Lab.

Bangladesh Bureau of Educational Information & Statistics (BANBEIS) is a central depository of Bangladesh government for the collection, dissemination and provider to all stakeholders. It started its activities as an attached department of Ministry of Education. Vision: To build quality and standard education statistics, to contribute for the development of education sector as well as national development through data management of education.

Mission:
 

To ensure current data through collection of data and prepare database. To maintain information flow through preparing and providing demand based information To find the indicators by estimating of Millennium Development Goals’ setting indicators.

 

To help to reduce poverty through scaling inputs in education against poverty. To develop educational management level incorporating ICT education through giving training on ICT

Scope of Activities

In national level, BANBEIS is responsible for the collection, dissemination, documentation and publishing of educational information.

It conducts National Education Survey (NES), Sample Education Survey (SES) of post-primary education (PPE).

 

To perform different research on education To Provide educational information to the stakeholders, researcher of national and international, or the national and international organizations

 

It acts as a National Documentation Center for Education. To maintain a library enriched with national and international journals, periodicals, encyclopedia and research papers.

To establish and maintain database on educational institutes and its teachers, and GIS school mapping

As an excellent training center with the help of BKITCE, it helps to develop human resources by giving training on ICT.

Organizational Characteristics
 

Professionally managed organization It has a statistics division, documentation, library and publication division, computer unit and administrative unit.

23 professionals (statistician, ICT specialist, researcher and library and documentation specialist).

  

Own 5-storied building with space 60000 sq.ft 5-modern computer laboratory (computer: 110 and 5 multimedia projectors etc.) A modern library with 25 thousands books and above one hundred journals and periodicals.

An education documentation center

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