Quality education
Governments have the responsibility to ensure universal access to services for their citizens. Given weaknesses in the government systems, there is a strong need for civil society organizations to pioneer innovative approaches to service provision, especially for women, girls and disadvantaged groups, while also supporting citizens in claiming their rights to health, education and water.Focusing specifically on Education, Oxfam will support civil society actors, and working through partners mobilise individuals, to hold governments, multilateral institutions, civil society organizations (including Non Governmental Organisations), and corporations to account, to ensure that the government fulfils its responsibilities for the equitable provision of good-quality educational services.
Quality education
Governments have the responsibility to ensure universal access to services for their citizens. Given weaknesses in the government systems, there is a strong need for civil society organizations to pioneer innovative approaches to service provision, especially for women, girls and disadvantaged groups, while also supporting citizens in claiming their rights to health, education and water.Focusing specifically on Education, Oxfam will support civil society actors, and working through partners mobilise individuals, to hold governments, multilateral institutions, civil society organizations (including Non Governmental Organisations), and corporations to account, to ensure that the government fulfils its responsibilities for the equitable provision of good-quality educational services.
Quality education
Governments have the responsibility to ensure universal access to services for their citizens. Given weaknesses in the government systems, there is a strong need for civil society organizations to pioneer innovative approaches to service provision, especially for women, girls and disadvantaged groups, while also supporting citizens in claiming their rights to health, education and water.Focusing specifically on Education, Oxfam will support civil society actors, and working through partners mobilise individuals, to hold governments, multilateral institutions, civil society organizations (including Non Governmental Organisations), and corporations to account, to ensure that the government fulfils its responsibilities for the equitable provision of good-quality educational services.
Quality education
Governments have the responsibility to ensure universal access to services for their citizens. Given weaknesses in the government systems, there is a strong need for civil society organizations to pioneer innovative approaches to service provision, especially for women, girls and disadvantaged groups, while also supporting citizens in claiming their rights to health, education and water.Focusing specifically on Education, Oxfam will support civil society actors, and working through partners mobilise individuals, to hold governments, multilateral institutions, civil society organizations (including Non Governmental Organisations), and corporations to account, to ensure that the government fulfils its responsibilities for the equitable provision of good-quality educational services.
Quality education
Governments have the responsibility to ensure universal access to services for their citizens. Given weaknesses in the government systems, there is a strong need for civil society organizations to pioneer innovative approaches to service provision, especially for women, girls and disadvantaged groups, while also supporting citizens in claiming their rights to health, education and water.Focusing specifically on Education, Oxfam will support civil society actors, and working through partners mobilise individuals, to hold governments, multilateral institutions, civil society organizations (including Non Governmental Organisations), and corporations to account, to ensure that the government fulfils its responsibilities for the equitable provision of good-quality educational services
The Government of Bangladesh has made significant progress in recent years to increase primary-
school-age enrollment rates to cover 89 per cent of boys and 94
per cent of girls.
However, access to education remains a challenge for
vulnerable groups,
particularly working children, disabled children,
indigenous children and those in remote areas or living in extreme
poverty.
Only half of all children living in slums attend school, a rate
18 percentage points lower than the national average.
Attendance
Drop-out rates have made substantial progress where in 2006
Attendance
Drop-out rates have made substantial progress where in 2006
the proportion of pupils
starting grade one who reach grade 5 was 63.6 per cent, in 2009
this has
increased to 79.8 per cent. However, progress is still required in this
area.
Absenteeism is also a significant problem.
Parents often withdraw
their children from school as a strategy for coping with natural
disasters or economic difficulties,
such as rising food prices. Recent
studies show that boys are more likely to drop out of school than girls,
or not enroll at all,
pointing to an emerging gender imbalance.
Teaching
At least ten per cent of primary school teaching posts are vacant.
Teaching
At least ten per cent of primary school teaching posts are vacant.
To compensate for the
lack of teachers, high-school graduates can apply for teaching
positions.
One third of staff at government schools teach without a
Certificate in Education.
Learning
Promoting interactive and inclusive learning is difficult in face of traditional
Learning
Promoting interactive and inclusive learning is difficult in face of traditional
teaching methods that require students to memorise facts.
Students
regularly fail to meet required curriculum competencies,
so repetition
rates are high. It currently takes an average of 8.5 years for a child
to complete grades one through five.
10 per cent of primary school
students are above primary school age (11+).
School hours
Primary schools often do not have enough space to accommodate all local children.
School hours
Primary schools often do not have enough space to accommodate all local children.
To combat the problem, 90 per cent of government schools run a
‘double shift’:
half the students attend school in the morning and the
other half attend in the afternoon.
A child in a double-shift school is
typically in the classroom for between
three and four hours a day.
Regular school closures further reduce class time.
School environment
The Government is working to improve learning environments, building 17,277 new classrooms between 2005 and 2007,
School environment
The Government is working to improve learning environments, building 17,277 new classrooms between 2005 and 2007,
improving ventilation and
lighting, and increasing access for disabled children. In those schools
that are still waiting
for these improvements, dark and cramped
classrooms continue to hamper learning.
The Government of Bangladesh has made significant progress in recent years to increase primary-school-age enrollment
The Government of Bangladesh has made significant progress in recent years to increase primary-school-age enrollment
rates to cover 89 per cent of boys and 94
per cent of girls. However, access to education remains a challenge for
vulnerable
groups, particularly working children, disabled children,
indigenous children and those in remote areas or living in extreme
poverty. Only half of all children living in slums attend school, a rate
18 percentage points lower than the national average.
Attendance
Drop-out rates have made substantial progress where in 2006 the proportion of pupils starting grade one who reach grade 5
Attendance
Drop-out rates have made substantial progress where in 2006 the proportion of pupils starting grade one who reach grade 5
was 63.6 per cent, in 2009 this has
increased to 79.8 per cent. However, progress is still required in this
area. Absenteeism
is also a significant problem. Parents often withdraw
their children from school as a strategy for coping with natural
disasters
or economic difficulties, such as rising food prices. Recent
studies show that boys are more likely to drop out of school than
girls,
or not enroll at all, pointing to an emerging gender imbalance.
Teaching
At least ten per cent of primary school teaching posts are vacant. To compensate for the lack of teachers, high-school graduates
Teaching
At least ten per cent of primary school teaching posts are vacant. To compensate for the lack of teachers, high-school graduates
can apply for teaching
positions. One third of staff at government schools teach without a
Certificate in Education.
Learning
Promoting interactive and inclusive learning is difficult in face of traditional teaching methods that require students to memorise
Learning
Promoting interactive and inclusive learning is difficult in face of traditional teaching methods that require students to memorise
facts. Students
regularly fail to meet required curriculum competencies, so repetition
rates are high. It currently takes an average
of 8.5 years for a child
to complete grades one through five. 10 per cent of primary school
students are above primary school
age (11+).
School hours
Primary schools often do not have enough space to accommodate all local children. To combat the problem, 90 per cent of
School hours
Primary schools often do not have enough space to accommodate all local children. To combat the problem, 90 per cent of
government schools run a
‘double shift’: half the students attend school in the morning and the
other half attend in the afternoon.
A child in a double-shift school is
typically in the classroom for between three and four hours a day.
Regular school closures
further reduce class time.
School environment
The Government is working to improve learning environments, building 17,277 new classrooms between 2005 and 2007,
School environment
The Government is working to improve learning environments, building 17,277 new classrooms between 2005 and 2007,
improving ventilation and
lighting, and increasing access for disabled children. In those schools
that are still waiting for
these improvements, dark and cramped
classrooms continue to hamper learning.
No comments:
Post a Comment