What can schools and the education system do to help the next generation grow up with a moral compass?
Which five tasks should be on top of the list of someone appointed as the education tsar of Bangladesh? The question was posed by Dr. Binayak Sen, Director General of Bangladesh Institute of Development Studies in a public discussion about this writer’s recent book Ekush Shotoke Bangladesh -- Shikkhar Rupantor (Bangladesh in the 21st Century – Transformation of Education, published by Prothoma).
The new round of curricular reform and textbook re-writing has given rise to a spate of debate, pointing to different kinds of problems with the new initiative.
The education that a child can acquire is currently a matter of how much his/her family can pay.
Politics has been captured by the nexus of an oligopoly of business interests and the willingly colluding political class.
In 2008, the party promised to achieve ambitious goals. So, what have we achieved after over a decade?
The HSC milestone is more a source of anxiety and premonition for the large majority of young people.
We may be witnessing a deja vu with the new curriculum.
What can schools and the education system do to help the next generation grow up with a moral compass?
Which five tasks should be on top of the list of someone appointed as the education tsar of Bangladesh? The question was posed by Dr. Binayak Sen, Director General of Bangladesh Institute of Development Studies in a public discussion about this writer’s recent book Ekush Shotoke Bangladesh -- Shikkhar Rupantor (Bangladesh in the 21st Century – Transformation of Education, published by Prothoma).
The new round of curricular reform and textbook re-writing has given rise to a spate of debate, pointing to different kinds of problems with the new initiative.
The education that a child can acquire is currently a matter of how much his/her family can pay.
Politics has been captured by the nexus of an oligopoly of business interests and the willingly colluding political class.
In 2008, the party promised to achieve ambitious goals. So, what have we achieved after over a decade?
The HSC milestone is more a source of anxiety and premonition for the large majority of young people.
We may be witnessing a deja vu with the new curriculum.
It needs to recognise both the challenges and the opportunities.
The credibility and significance of literacy rates become questionable when seen in the light of primary education outcomes and the character of the literacy projects undertaken so far.