Regional Inequality in the Distribution Pattern and Accessibility of Educational Institutions in Sylhet Division, Bangladesh
©2011
Academic Paper
96 Pages
Summary
Education is one of the most important constituents of human resource development. In this study an attempt has been made to find out the regional inequality in distribution pattern and accessibility of educational institutions in Sylhet Division, Bangladesh. Spatial dispersion with regard to the city center/district headquarter has been calculated to find out the distributional pattern. Accessibility of the educational institutions has been computed with the help of the number of educational institutions, population density and total area of the Sylhet division where the relationship between density of population and educational institutions have been taken in consideration. Correlation between the density of populations and the density of educational institutions is established by analyzing standard statistical techniques as well as spatial analysis.
Excerpt
Table Of Contents
CHAPTER FOUR: Accessibility of the Educational Institutions
76-85
4.1 Introduction
76
4.2
Accessibility of Educational Institutions in Moulvibazar District
77-78
4.3
Accessibility of Educational Institutions in Sylhet District
78-79
4.4
Accessibility of Educational Institutions in Sunamganj District
80-81
4.5
Accessibility of Educational Institutions in Habigonj District
81-82
4.6
Accessibility of Educational Institutions in Sylhet Division
83-85
CHAPTER FIVE: Summary and Conclusion
86-89
5.1 Introduction
86
5.2
Summary of the Analysis
86-88
5.3 Recommendations
88-89
5.4 Conclusion
89
CHAPTER SIX: References
90-93
Abbreviations
94
Appendices
95
List of Tables
Tables
Page No.
Table 2.1: Administrative Units of Sylhet Division
31
Table 2.2: Division-wise Population and Literacy Rate of Bangladesh
33
Table 2.3: District-wise Literacy Rate in Sylhet Division
34
Table 3.1: Spatial Dispersion of the Primary Schools in Habigonj District
46
Table 3.2: Spatial Dispersion of the High Schools in Habigonj District
47
Table 3.3: Spatial Dispersion of the Colleges in Hobigonj District
48
Table 3.4: Spatial Dispersion of the Madrasahs in Habigonj District
49
Table 3.5: Spatial Dispersion of the Primary Schools in Moulvibazar District
50-51
6
Table 3.6: Spatial Dispersion of the High Schools in Moulvibazar District
52
Table 3.7: Spatial Dispersion of the Colleges in Moulvibazar District
53
Table 3.8: Spatial Dispersion of the Madrasahs in Moulvibazar District
54
Table 3.9: Spatial Dispersion of the Primary Schools in Sylhet District
55
Table 3.10: Spatial Dispersion of the High Schools in Sylhet District
57
Table 3.11: Spatial Dispersion of the Colleges in Sylhet District
58
Table 3.12: Spatial Dispersion of the Madrasahs in Sylhet District
59
Table 3.13: Spatial Dispersion of the Primary Schools in Sunamganj District
61
Table 3.14: Spatial Dispersion of the High Schools in Sunamganj District
62
Table 3.15: Spatial Dispersion of the Colleges in Sunamganj District
63
Table 3.16: Spatial Dispersion of the Madrasahs in Sunamganj District
64
Table 3.17: Educational Institutions in Moulvibazar District, 2011
68
Table 3.18: Educational Institutions in Habigonj District, 2011
70
Table 3.19: Educational Institutions in Sunamganj District, 2011
72
Table 3.20: Educational Institutions in Sylhet District, 2011
73
Table 4.1: Access to Educational Institutions in Moulvibazar District
78
Table 4.2: Access to Educational Institutions in Sylhet District
79
Table 4.3: Access to Educational Institutions in Sunamganj District
81
Table 4.4: Access to Educational Institutions in Habigonj District
82
7
List of Maps
List of Maps
Page No.
Map 2.1: The Study Area
35
Map 3.1: Locations of the Institutions in Habigonj District
38
Map 3.2: Locations of the Institutions in Moulvibazar District
40
Map 3.3: Locations of the Institutions in Sylhet District
42
Map 3.4: Locations of the Institutions in Sunamganj District
44
List of Figures
Page No.
Fig. 1.1: Research Design
17
Fig. 2.1: The Present Educational Structure of Bangladesh
21
Fig. 2.2: Literacy Rate of Bangladesh
33
Fig. 3.1: Dispersion of Educational Institutions in Habigonj District
49
Fig. 3.2: Dispersion of Educational Institutions in Moulvibazar District
54
Fig. 3.3: Dispersion of Educational Institutions in Sylhet District
60
Fig. 3.4: Dispersion of Educational Institutions in Sunamganj District
65
Fig. 3.5: Spatial Dispersion of the Educational Institutions in Sylhet Division
67
Fig. 3.6: Educational Institution in Moulvibazar District
69
Fig. 3.7: Educational Institution in Habigonj District
71
Fig. 4.1: Population Served by Schools (Primary and Secondary)
83
Fig. 4.2: Population Served by Madrasahs
84
Fig. 4.3: Population Served by Colleges
84
8
ABSTRACT
Education is one of the most important constituents of human resource development. In this
thesis an attempt has been made to find out the regional inequality in distribution pattern and
accessibility of educational institution in Sylhet Division, Bangladesh. Spatial dispersion with
regard to city center / district headquarter has been calculated for finding out the
distributional pattern. Accessibility of the educational institutions has been computed with the
help of the number of educational institutions, population density and total area of the Sylhet
division where relationship between density of population and educational institutions have
taken in consideration. Correlation between the density of populations and the density of
educational institutions is established by analyzing standard statistical techniques as well as
spatial analysis. Literacy rate of the study area is 40.33 percent which is below the national
average (46.26 percent). The highest literacy rate found in Sylhet district (45.59 percent) and
lowest in Sunamgonj district (34.4 percent). Regional inequality of the study area shows
different types of distributional pattern for schools (primary and secondary/high), colleges
and madrasahs in the four district of the study area. It reveals that educational institutions are
highest in Sylhet district and lower in Moulvibazar district. In all the district of the study area
primary schools are more in number and are distributed by covering a wider area. Colleges
are concentrated at the central point of the districts and upazilas and are gradually dispersed
towards the periphery. Maximum madrasahs is located in the peripheral zone of the districts
rather than the central location. This is reverse to the situation of colleges. Because in most of
the cases absence of primary and secondary schools influence in the formation of madrasahs.
Religious belief is also responsible for this type of distribution. In terms of accessibility
Sylhet district is more accessible and Sunamgonj district is less accessible. The findings of
this study also depicts that majority of the educational institutions are concentrated in the
central location or head quarter of districts and upazilas, which indicates the degree of pull of
the districts. The degree of pull of gravity increases with the increase of level of education of
the institutions. Primary schools are more accessible in terms of Distance than the number of
population.
Keywords:
Educational institution, accessibility, regional inequality, spatial dispersion.
9
CHAPTER 1:
INTRODUCTION
1.1 Introduction
Education is treated as an important issue in every country. Total development of a nation
largely relies upon the characteristics, structure and standard of education (Malek, 2009).
Education in the technical sense is the process by which society deliberately transmits its
accumulated knowledge, skills and values from one generation to another (Dewey, 1944).
According to Hossain Education is the vital key of the development of a country (Sultana,
2005). Education is the single most critical element in combating poverty, empowering
women, protecting children from hazardous and exploitive labor, sexual exploitation and
promoting human right and democracy (Malek, 2009). Hullak has identified education as one
of the five `Energizer' of human resource development: education, health, nutrition, the
environment, political and economical freedom.
Without education total development of any nation is impossible. If we look around to the
world scenario we may see that the more a nation is educated the more they are developed.
Bangladesh is a small country and its area is about 147570 sq km. But the country is carrying
a large number of populations. Among them large portion is not facilitated with educational
facilities.
Educational condition is not same in all over the country. According to 4
th
census, total
population of Bangladesh is 123.15 million and literacy rate is 46.26% (B.B.S, 2001) which
indicates a large part of the total population is lag behind of educational opportunities. As
education is the key to successes, each and every person should be educated in proper way.
But, in Bangladesh for its poverty all the people are not receiving the educational facilities
equally. According to CIA Fact book of Bangladesh average literacy rate of Bangladesh at
now is 42.3 % (Bangladesh government claims it to be 62%) and in Sylhet division it is about
28 % which is the lowest among the all divisions of the country. A few causes of such poor
trend of literacy rate were mentioned by experts such as foreign remittance, tendency among
the young to leave the country, religious backwardness (Sylhet was once a land of religious
and spiritual tolerance and openness), shortage of teachers, etc. Therefore, it needs to
evaluate the actual causes of such apathy and negligence in the education in this division.
10
According to Education Watch Report of FIVDB 2009-10, educational development needs to
solve the regional inequalities first. For this reason it is necessary to find out the total
scenario of the educational system of this region.
All the district of Bangladesh is not equally served by the educational institution, having
lowest literacy rate the study area also is not exception. Present study discussed about the
distributional pattern and accessibility of the educational institutions in Sylhet division.
Moreover this study will help in educational planning and programs of educational
institutions. This will further help to identify the areas that require immediate attention in the
study area.
1.2 Rationality
As Bangladesh is a developing country, all the districts are not equally facilitated with
educational facilities. For any development process of a country it is compulsory to enlighten
the people with the light of education equally. Studying inequality in distribution pattern and
accessibility of educational institutions will help to sort out the problem related to low
literacy rate of the study area. The study will help us to find out the total scenario of regional
inequality in distributional pattern and identify the accessibility of those educational
institutions in the study area. Thus this study will be helpful for future regional and
educational planning.
1.3 Literature Review
Many researches have been done on educational aspects. Most of them highlighted either
primary or secondary or madrasahs as an educational institution but there is no specific work
observed for Sylhet division. A closely related research has been done by Ammatuz Zohra
Eusuf and Hafiza Khatun (1993), entitled as "Distribution Pattern and Accessibility of
Educational Institutions in Dhaka District". In this work researcher has been focused, the
distribution pattern and accessibility of the educational institutions which are located in the
twelve thanas of Dhaka Municipal Corporation.
A more general study was carried out by Hoque & Schemeding (1970), who were engaged in
the research project on the "Education in East Pakistan". Their study was of normative
approach and give some impetus in rating the physical location of schools with respect to
11
accessibility, environment, distance, sanitation, health & as well as the compound area and
play ground.
Hossain (1978) studied, "The Optimum Locational Criteria of High Schools in Dhaka City".
His study was also of normative type & recommended more new high schools with their ideal
locations.
Bangladesh Institute of Development Studies (BIDS) has published some research work on
educational aspects. It published a work of S.A Kadir & K.S. Ahmed (1980) which was
entitled as "Role of Education Projections in Educational Planning in Bangladesh: National
Contribution". In this work they have identified the rate of admission in primary education,
number of schools per square mile. They have also pointed out the problems which influence
the admission rate of various areas and tried to solve them out.
Saleh Uddin Ahmed, S.A. Kader & Kazi Saleh Ahmed (1983) have done a work entitled as
"Primary Education Network". In this work variation in development of primary education
has been expressed. This research indicates that development was better in those areas where
resources had been found. They have selected Pabna, Rangpur, Dinajpur, Jessore, Kushtia,
Dhaka and Chittagong Hill Tracts as their study area & identified the areas which need
immediate development.
"School Enrollment Drives & Enrollment of Children in Class" was written by A.S.A. Kadir
in 1986, which was a publication of BIDS. His selected area was from Narayanganj to Dhaka,
Khulna to Narail, Rajshahi to Pabna and from Chittagong to Noakhali. In this area author has
identified various reasons which influence the admission rate.
An MS thesis by Selina Banu, entitled (1981) "A Proposal for an Integrated Metropolitan
Secondary Education Authority for Dhaka Metropolitan Areas" highlighted the strong and
weak sides of the educational administrations. With regard to this aspect the researcher also
tried to find out the necessity of administration in metropolitan education.
Marjunun Nahar (1985) studied, "Correlated Education Standard in Advanced Villages of
Bangladesh". The researcher worked on Kushtia district and identified the effect of
educational quality, which influence the socio-economic condition in this area.
12
Dr. Mahmudul Alam's "Primary and Secondary Education Sub sectors in Bangladesh"
discuss the influence of 80's to 90's decade & the importance of education as a socio-
economic determinants in this decade where the researcher mainly emphasized on the
primary education and found the reason behind drop out.
Mehnaz Khatun (1990-91) studied, "Opportunity in Government Primary Education of Girls
in Dhaka City". The researcher indicates the problem which have arises due to the location of
girl's educational institutions.
"Locational Analysis of Kindergarten Schools in Dhaka City"-studied by Aynun Nahar in
1991. In this research paper only the locational explanations of kindergarten of Dhaka city
have been done.
Nur Farjana (1990-91) studied, "Locational Analysis of High Schools in Dhaka Metropolitan
City: Planning Perspective", here the researcher discussed the locational aspects of high
schools.
Department of Primary and Mass Education, publish a report entitled as "Problems and The
Solutions of Primary and Mass Education" in a conference which was held from 31
st
January
to 1
st
December. Problems and solutions of primary education emphasized in this report.
Md.Niaz Asadullah (2006) studied, "Educational Disparity in East and West Pakistan, 1947-
71: Was East Pakistan Discriminated Against?" This paper documents the regional divide in
educational facilities between East Pakistan (now Bangladesh) and West Pakistan from 1947
to 1971.
"The Secondary Educational Institution and Its Enrolment in Bangladesh: A Spatio-Temporal
Analysis" studied by Ooahida Sultana (2005) investigated the correlation between the
number of population and number secondary educational institutions and enrollments in
Bangladesh.
There is also some work which has been done on different aspect but quite related to our
study. Haq (1974) carried out a systematic study on "Distributional Patterns of Bank in
13
Dhaka City". This study was of analytical approach and showed that the location of Banks in
Dhaka city were clustered near the central business district or CBD and the number of Banks
is decreases with the increase of distance from the CBD.
1.4 Aims and Objectives of the Study
Research is a careful study of a subject, especially in order to discover new facts or
information about a specific subject. Research should be done according to scientific way and
should be controlled and maintained by specific rules and regulations (Sultana, 2005). And
educational research refers to a systematic attempt to gain a better understanding of the
educational process, generally with a view to improving if its efficiency. It is an application
of scientific method to the study of educational problems (Koul, 1990).
Accessibility of educational institutions in terms of population concentration is the general
context of this study. This has been analyzed through identifying the association between
population density and locational aspects of the educational institutions. In the present case it
is postulated that the geographical location of the educational institutions is an important
factor in increasing the literacy rate of a particular region.
The specific objectives of the present study are:
a) to identify the district wise location of the educational institutions in Sylhet division;
b) to account the spatial dispersion of the educational institution in relation to the city center
or district head quarter and
c) finally, analyzing access to educational institutions through determining the correlation
between the density of the population and educational institutions in study area.
1.5 Methodology
The study of research methodology gives a researcher the necessary training in gathering
material and arranging or card-indexing them, participation in the field work when required
and also training in techniques for the collection of data appropriate to particular problems, in
the use of statistics, questionnaires and controlled experimentation and in recording evidence,
sorting it out and interpreting it (Kothari, 2011). Research methodology is the whole
procedure which is done through the completion of a research work. Methodology of the
present study is sequentially described below-
14
1.5.1 Study Area
This study will discuss about the distributional pattern and accessibility of the educational
institutions of Sylhet divisions, Bangladesh.
1.5.2 Data sources
The study mainly relies on the secondary data. The basic data that, will involve in the
analysis of the study are the number and locations of registered educational institutions in
2001. Schools (primary and secondary), colleges and madrasahs will be considered for this
study. The educational institutions that are not registered or have been missed out from the
list of institutions prepared by the Board of Intermediate and Secondary Education,
University Grants Commission (UGC) will not be considered in this study. Data will be
collected mostly from Governmental Organization, Bangladesh Bureau of Statistics (BBS),
Bangladesh Bureau of Educational Information and Statistics (BANBEIS), Board of
Intermediate and Secondary Education, UGC, National Web Portal of Education, websites of
Local Government and Engineering Department (LGED) and other education related
websites.
1.5.3 Data Process and Analysis
Data that has been collected from various secondary sources are tabulated and processed
through manually and Microsoft Excel Software.
The secondary data are collected and analyzed to identify the spatial variation of the
educational institutions and find out the accessibility of the institutions in the study area.
Analysis on spatial dispersion of educational institutions in Sylhet division is based on
upazila, district and division level data. The spatial distributions of educational institutions on
map of four districts are presented with upazila boundaries. Distributional pattern of the
educational institutions in the study area has been accounted with relation to the city center.
Spatial dispersion with regard to city center or district headquarter has been calculated for
finding out the distributional pattern.
Accessibility of the educational institutions has been computed with the help of the number
of educational institutions, population density and total area of the four districts of the study
area. In this paper access to schools (primary and secondary) and colleges has been identified
15
by density of institutions per sq km as well as by the number of institutions per 10,000
populations. The accessibility also has been analyzed through the rank size correlation
between the, population and educational institutions per sq km of all the upazilas of the four
districts (Sylhet, Habigonj, Sunamganj and Moulvibazar).
1.6 Expected Outcome
In this paper distributional pattern of the educational institution will be calculated. This will
focus on the total scenario of the educational institutions and their distribution on this aspect
that either the institutions are dispersed or concentrated. Spatial dispersion with regard to city
center will express the deviation of the educational institutions from the standard condition.
By calculating the accessibility, the institution which is more accessible can be identified.
Finally the area which needs more attention could be pointed out. These can be used for
future planning and programs of educational institutions and will help to identify areas that
require immediate attention.
1.7 Limitation of the Study
This study is mainly relies upon secondary data sources. But availability of educational data
is not easy accessible for academic purpose. Generally it is shown that all sectors of
education do not want to give the accurate data. Authorities always try to avoid their
responsibilities. Also there are other problems such as time and money to collect different
types of data.
16
Research Design
Figure 1.1: Research Design
Data
Tabulation
Data
Processing
Analysis
and
Interpretati
on
Computing
by using
Statistical
Techniques
Problem
Identification
Literature
Review
Brain
Storming
Data
Collection
Data Collection
from
Secondary
Sources
Printing
and
Binding
Output
(M.S
Thesis)
17
CHAPTER 2:
THEORETICAL AND CONCEPTUAL ISSUES AND THE STUDY AREA
2.1 Introduction
Harvey rightly noticed the fact that without theoretical coherence and framework a study will
remain isolated and dispersed, which has been discussed in this chapter along with the
physical and cultural environment of the study area (Khan, 1999).
2.2 Theoretical and Conceptual Issues
Although the present study is exploratory in nature but not explored thoroughly inductive
way. Rather theoretical cohesion was searched and established structures were used to
organize the empirical data. Even the conceptual structure of the study was developed under
the shade of theoretical literature. The study necessarily consists of two issues namely
distribution pattern and accessibility of educational institutions in Sylhet division. The
ultimate focus of the study was to find out the regional inequality in distribution pattern and
accessibility of educational institutions in Sylhet division, on which a little literature is
available. Finally these theoretical discussions are illustrated with some other operational
definition in this study.
2.2.1 Education and Educational Institutions
Etymologically, the word education is derived from the Latin word "educere". In English it
means "to lead out" or "to draw out". According to others "educere" also means "to bring up"
or "to train" or "to mould" (Malek, 2009).
Education in the largest sense is any act or experience that has a formative effect on the mind,
character, or physical ability of an individual. In its technical sense, education is the process
by which society deliberately transmits its accumulated knowledge, skills, and values from
one generation to another (Dewey, 1944).
Education is defined by different scholars in different way such as-
According to Raymont -"Education means the process of development in which consists the
passage of the human body from infancy to maturity, the process whereby he gradually
18
adapts himself in various ways to the physical, social and spiritual environment."(Malek,
2009)
According to Durkheim -"Education is the influence exercised by adult generation on those
who are not yet ready for social life. Its object is to arouse and to develop in children those
physical, intellectual and moral states which are required of them both by their society as a
whole and by the milieu for which they are especially destined."(Malek, 2009)
Dewey said-In a sentence education is not a preparation of life; rather it is living (Malek,
2009).
Teachers in educational institutions direct the education of students and might draw on many
subjects, including reading, writing, mathematics, science and history. This process is
sometimes called schooling when referring to the education of teaching only a certain subject,
usually as professors at institutions of higher learning.
There is also education in fields for those who want specific vocational skills, such as those
required to be a pilot. In addition there is an array of education possible at the informal level,
such as in museums and libraries, with the Internet and in life experience. Many non-
traditional education options are now available and continue to evolve. One of the most
substantial uses in education is the use of technology. Classrooms of the 21
st
century contain
interactive white boards, iPads, iPods, laptops, etc. Teachers are encouraged to embed these
technological devices in the curriculum in order to enhance students learning and meet the
needs of various types of learners. Education may be of different types such as-primary,
secondary, college, higher, adult education etc (Dunn, 2009).
An institution is any structure or mechanism of social order and cooperation governing the
behavior of a set of individuals within a given human community. Institutions are identified
with a social purpose and permanence, transcending individual human lives and intentions,
and with the making and enforcing of rules governing cooperative human behavior (Stanford
Encyclopedia, 2007).
19
In general educational institution is an institution which is dedicated to education.
Educational institute may be of different types such as-primary schools, high schools,
colleges, madrasah, and universities (Wikipedia).
2.2.2 Educational Systems in Bangladesh
As per Bangladesh Bureau of Educational Information and Statistics (BANBEIS) the
educational structure of Bangladesh are described as below (Fig 2.1)-
The present education system of Bangladesh may be broadly divided into three major stages,
viz. primary, secondary and tertiary education. Primary level institutions basically impart
primary education. Junior secondary/secondary and higher secondary level institutions impart
secondary education. Degree pass, degree honors, masters and other higher-level institutions
or equivalent section of other related institutions impart tertiary education. The education
system is operationally categorized into two streams: primary education (Grade I-V)
managed by the Ministry of Primary and Mass Education (MOPME) and the other system is
the post-primary education which covers all other levels from junior secondary to higher
education under the administration of the Ministry of Education (MOE). The post-primary
stream of education is further classified into four types in terms of curriculum: general
education, madrasah education, technical-vocational education and professional education.
20
General Education
Primary education, Secondary education, Tertiary education and University educations are
discussed below-
Primary education: The first level of education is comprised of 5 years of formal schooling
(class / grades I - V). Education, at this stage, normally begins at 6+ years of age up to eleven
years. Primary education is generally imparted in primary schools. Nevertheless, other types
of institutions like kindergartens and junior sections attached to English medium schools are
also imparting it.
Secondary education: The second level of education is comprised of 7 (3+2+2) years of
formal schooling. The first 3 years (grades VI-VIII) is referred to as junior secondary; the
next 2 years (grades IX -X) is secondary while the last 2 years (grades XI - XII) is called
higher secondary. There is diversification of courses after three years of schooling in junior
secondary level. Vocational and technical courses are offered in vocational and trade
21
institute/schools. Moreover, there are high schools where SSC (vocational) courses have been
introduced. In secondary education; there are three streams of courses such as, Humanities,
Science and Business Education, which start at class IX, where the students are free to choose
their courses of studies. High schools are managed either by government or private
individuals or organizations. Most of the privately managed secondary schools provide co-
education. However, there are many single sex institutions in secondary level education. The
academic program terminates at the end of class X when students are to appear at the public
examination called S.S.C. (Secondary School Certificate). The Boards of Intermediate and
Secondary Educations (BISE) conduct the S.S.C. examination. There are seven such Boards
at different places in Bangladesh namely: Dhaka, Rajshahi, Jessore, Comilla, Chittagong,
Sylhet, and Barisal. The secondary education is designed to prepare the students to enter into
the higher secondary stage. In higher secondary stage, the course is of two-year duration (XI -
XII) which is being offered by Intermediate Colleges or by intermediate section of degree or
master colleges.
Tertiary Education (College): The third stage of education is comprised of 2-6 years of
formal schooling. The minimum requirement for admission to higher education is the higher
secondary certificate (H.S.C). HSC holders are qualified to enroll in 3-year degree pass
courses while for honors; they may enroll in 4-year bachelors' degree honors courses in
degree level colleges or in the universities. After successful completion of a pass/honors
bachelors' degree course, one can enroll in the master's degree course. Master degree courses
are of one year for honors bachelor degree holders and 2 years for pass bachelor degree
holders. For those aspiring to take up M.Phil and PhD courses in selected disciplines or areas
of specialization, the duration is of 2 years for M.Phil and 3-4 years for PhDs after
completion of master's degree. Higher education is being offered in the universities and post
HSC level colleges and institutes of diversified studies in professional, technical,
technological and other special types of education.
University: There are 73 universities in Bangladesh. Out of these, 21 universities are in the
public sector, while the other 52 are in the private sector. Out of 21 public sector universities,
19 universities provide regular classroom instruction facilities and services. Bangladesh Open
University (BOU) conducts non-campus distance education programs especially in the field
of teacher education and offers Bachelor of Education (B.Ed.) and Master of Education
(M.Ed) degrees. BOU conducts 18 formal courses and 19 non-formal courses. Bangladesh
22
National University mainly functions as an affiliating university for degree and post-graduate
degree level education at different colleges and institutions in different field of studies. But in
case of fine arts this university also offers Pre-Degree BFA Course (which is equivalent to
HSC).After successful completion of the specified courses, it conducts final examinations
and awards degree, diplomas and certificates to the successful candidates. The degrees are
B.A., B.S.S., B.Sc., and B.Com. (Pass & Honors) BFA (Pass), M.A., M.Sc., M.S.S, M.Com.
and MFA. Moreover, this university also offers L.L.B., and other degrees. Bangladesh
National University offers part-time training to university teachers.
There is only one medical university namely, "Bangabandhu Sheikh Mujib Medical
University", like other public universities, offers courses on a different system where FCPS
Degree is offered in the disciplines of medical education; diploma courses are offered in 12
disciplines. MD degree in 15 subjects and MS courses on 8 subjects are also offered.
Madrasah Education: The old scheme of madrasah education was introduced in 1780 with
the establishment of Calcutta Madrasah. In madrasah education, one can learn Islamic
religious education along with the general education as complementary to each other in the
system of education. The madrasah education system has been continuing with some
modifications according to the demand of the time, and many madrasahs grew up in this sub-
continent. The government has been providing government grants to the teachers and
employees of the non-government madrasahs like other non-government education
institutions (schools and colleges). There are five levels in the madrasah education system,
namely:
Primary level or ebtedayee education: This is equivalent to primary level of general
education. The first level of madrasah education is comprised of 5 years of schooling (grades
I - V). Normally, the children of 6 years of age begin in class 1 and finishes class V at the age
of 11 years. Ebtedayee education is imparted in independent ebtedayee madrasahs and
ebtedayee sections of dhakhil, alim, fazil and kamil madrasahs. It is also imparted in some of
the private quami - kharizi madrasahs.
Secondary level: The secondary level of madrasah education is comprised of 7 (5+2) years
of formal schooling. It takes five years in dhakhil stage (S.S.C. level) from grade VI - X
while the last 2 years in alim (higher secondary) stage. Dhakhil level education is imparted in
dhakhil madrasahs and in dhakhil level of alim, fazil and kamil madrasahs. Alim is equivalent
23
to higher secondary certificate education imparted to alim madrasahs and in alim level of
fazil and kamil madrasahs. There are diversification of courses after three years of schooling
in secondary level of education from grade IX of dhakhil stage and grade XI of alim stage.
There are streams of courses such as humanities, science and business education, where
students are free to choose their courses of studies. Private individuals or private bodies
manage all madrasahs of this level. Most of these madrasahs provide co-education. However,
there are some single gender madrasahs in this level of madrasah education. There are two
public examinations namely; dhakhil and alim after the completion of 10 years of schooling
and twelve years of education, respectively. The Bangladesh Madrasah Education Board
(BMEB) provides these two certificates.
Tertiary level of madrasah education: This level is comprised of 4 (2+2) years of formal
education. The minimum requirement for admission to higher level of madrasah education is
the alim (equivalent to HSC) certificates. Alim pass students are qualified to enroll in 2-year
fazil education. This level of education is imparted in fazil madrasah and in fazil level of
kamil madrasahs. After successful completion of fazil degree one can enroll in 2 -year's
kamil level education. There are four streams of courses in kamil level education; streams are
hadis, tafsir, fiqh and adab. Bangladesh Madrasah Education Board conducts these two fazil
and kamil examinations and award certificates. After successful completion of the specified
courses one can appear these examinations.
Out of the total kamil the government manages madrasahs only three madrasahs and others
are managed by either individual or by private bodies. However, there are few girls' madrasah
for girl students.
The Bangladesh Madrasah Education Board has the following functions as regard to
madrasah education: grants affiliations to different levels of madrasahs from ebtedayee to
kamil; prescribes syllabus and curricula; conducts public examinations (dhakhil to kamil) and
scholarship examinations. Besides the public system of madrasah education there are a good
number of private madrasahs for the Muslim students, namely: hafizia, qiratia, quami and
nizamiah. Most of these madrasahs are residential. This type of madrasah is sometimes called
kharizia as these are beyond the purview of the general system of education. Recently, these
quami madrasahs have been organized under the umbrella of a private board known as
'Befaqul Madaris or Quami Madrasah Board which constitutes curricula and syllabi of quami
madrasahs, conducts examinations and awards certificates and degrees.
24
Technical
Vocational: For the students whose interests are not strictly academic may find
technical-vocational programs more interesting and more valuable for their future.
Government tries to ensure that the course curriculum should be relevant to students' interest
and aspirations while at the same time it should address the needs of the job market.
Primary level: There is no technical-vocational institution in primary level of education.
Ebtedayee in the first level (Primary level) of madrasah education has no scope for technical-
vocational education. Accordingly, technical - vocational education in Bangladesh is
designed in three phases under two major levels of secondary and tertiary level of education.
Secondary level: Vocational courses start from secondary level. The certificate courses
prepare skilled workers in different vocations starting from ninth grade after completion of
three years of schooling in secondary school. At this level the courses are diversified in
different vocations spread over 1 to 2 years duration. Recently, 2 years duration vocational
courses have been introduced at the higher secondary level in government managed
vocational training institute (renamed as Technical School & College). Diploma courses
prepare the diploma engineers at the polytechnic institutes. This course spread over 4 years
duration after passing the secondary school certification examination. There is a technical
education board called Bangladesh Technical Education Board (BTEB), which grants
affiliation to the technical institutes. It conducts examinations of the students completing
different courses in different vocational and technical education, and awards certificates to
the successful candidates.
Professional Education: The College of Textile Technology and College of Leather
Technology offer four- year degree courses in Textile Engineering and Leather Technology
respectively after completing Higher Secondary Education. The minimum requirement to be
admitted to teachers training colleges (TTCs) for Bachelor of Education, Bachelor of
Physical Education in Physical Education College is graduation degree. Generally, in-service
teachers undertake this professional training course along with some unemployed graduates.
Professional education also imparted in Medical Colleges, Dental Colleges, Nursing College,
Homeopathic Colleges, Law Colleges etc.
25
Details
- Pages
- Type of Edition
- Erstausgabe
- Year
- 2011
- ISBN (PDF)
- 9783960675372
- File size
- 3 MB
- Language
- English
- Institution / College
- University of Dhaka – Department of Geography and Environment
- Publication date
- 2016 (April)
- Grade
- A
- Keywords
- Accessibility Spatial dispersion Regional inequality Bangladesh Educational institution Sylhet Division Sylhet region Greater Sylhet
