Education and Pedagogy

There are 50 million children not attending primary school in South Asia. Another 40 per cent drop out of school every year. Yet, despite the fact that South Asia has emerged as the most illiterate region in the world, universal primary education for all in the next five years is not a utopian vision but an achievable reality. Police-makers not only can, but must, act now to end the region's shameful neglect of basic education. This is the central message that emerges from the 1998 Report on Human Development in South Asia.

Literacy is a necessary though not sufficient for economic development. As Bangladesh strives to raise the living standards of its population, the present accepted high level of literacy restricts the country’s potential for development in the areas of economic growth, education and the quality of life of its citizens. It is well nigh impossible to state with any degree of confidence what the illiteracy rate is as definitions of illiteracy have changed over recent decades and the existing measures lack validity. The present study expands on traditional concepts of literacy.

This comprehensive Education Sector Review has been published in three separate volumes. Volume II contains chapters on Primary and Pre-Primary Education, Non-Formal Education, and Secondary and Higher Secondary Education in Bangladesh. These Background reports of the education sector review present a detailed analysis of the relevant parts of the system. The major issues in the primary and secondary levels are examined, as well as the important role of non-formal education in providing basic education. Each sub-sector paper concludes with a possible strategy of objectives and means.

This comprehensive Education Sector Review has been published in three separate volumes. Volume II contains chapters on Primary and Pre-Primary Education, Non-Formal Education, and Secondary and Higher Secondary Education in Bangladesh. These Background reports of the education sector review present a detailed analysis of the relevant parts of the system. The major issues in the primary and secondary levels are examined, as well as the important role of non-formal education in providing basic education. Each sub-sector paper concludes with a possible strategy of objectives and means.