The school offers education for students ranging from third grade to twelfth grade approximately ages 7 to With over students, 1, of which reside in its six dormitories, DRMC is one of the largest residential schools and colleges in the country. Dhaka Residential Model College is noted for its academic performance and extracurricular activities, having produced many notable alumni including leaders in business, the military and state and national politics as well as senior government officers, scientists and engineers. The government of Pakistan founded the school in , when Bangladesh was a part of Pakistan. The school was and still is the only one in Bangladesh under the direct control of the Ministry of Education , and it continues to enjoy this special status as of
July 18, Dhaka was the capital and the largest city of East Pakistan. Students of the secondary level bangoadesh to elect one of the three major programs: Arts and Humanities; Commerce; and Science. Effective monitoring and evaluation processes are crucial to the ongoing enhancement of the programme. After that, I developed a research outline then I presented it in my class in front of my lead faculty, course faculty and my classmates. Kabeer, N. In addition to established sports, the college also has clubs for debate, science and culture. Models on educational supervision at bangladesh are not bangladeah or binding, and do not include potential financial aid eligibility.
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It includes aspects of advising, guiding, counseling, modeling, coaching, evaluating and assessing. Students gain understanding by studying how the field has evolved throughout time. Need an account? Zupervision, it is typical to be continuously oh new areas of growth in a life- long learning process as a clinical practitioner. Models on educational supervision at bangladesh way where creative supervision can also be used is through the application of insights from other fields which are not found in any of the models. C March Because they are the real Sperm decondensation test of the educational programme. We have dedicated advisors who will help students navigate this. Instructional supervision,its models and school supervision 1. This is a general course focused on addressing thefinancing of public elementary and secondary education in the United States. Stoltenberg, C. Supervision is a term that covers a wide range of teacher education processes and activities. Counseling-learning: a whole-person model for education. Visibility Others can see my Clipboard.
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- For the Masters in Education Leadership, students will complete 15 semester credit hours of required core curriculum and 15 semester credit hours of concentration related curriculum.
- In the modern educational system expansion of education relies on increasing number of educational institutions, teachers and students as well as providing all sort of facilities which are essential for proper progress of education.
Bangladesh Bureau of Statistics. Archived from the original PDF on 28 September Retrieved 12 September Education in Bangladesh is overseen by the Bangladesh's Ministry of Education. Ministry of Primary and Mass Education are responsible for implementing policy for primary education and state-funded schools at a local level. In Bangladesh, all citizens must undertake twelve years of compulsory education which consists of eight years at primary school level and six years at high school level.
Primary and secondary education is financed by the state and free of charge in public schools. Article 17 of the Bangladesh Constitution provides that all children receive free and compulsory education. At all levels of schooling, students can choose to receive their education in English or Bangla. Private schools tend to make use of English-based study media while government-sponsored schools use Bangla. Cadet Colleges are important in the education system of Bangladesh. A cadet college is a room and board collegiate administered by the Bangladesh.
Military discipline is compulsory at all cadet colleges. Faujdarhat Cadet College is the first cadet college in Bangladesh, established in over an area of acres 0. At present there are 12 cadet colleges in Bangladesh, including 3 cadet colleges for girls. As of September , tertiary education in Bangladesh takes place at 44 government, private and 3 international universities.
Students can choose to further their studies in Chartered Accountancy, engineering, technology, agriculture and medicine at a variety of universities and colleges. The Directorate of Primary Education DPE and its subordinate offices in the district and upazila are solely responsible for management and supervision of primary education. Their responsibilities include recruitment, posting, and transfer of teachers and other staff; arranging in-service training of teachers; distribution of free textbooks; and supervision of schools.
The NCTB is responsible for developing curriculum and publishing standard textbooks. At the school level, in the case of non-government secondary schools, School Management Committees SMC , and at the intermediate college level, in the case of non-government colleges, Governing Bodies GB , formed as per government directives, are responsible for mobilising resources, approving budgets, controlling expenditures, and appointing and disciplining staff.
While teachers of non-government secondary schools are recruited by concerned SMCs observing relevant government rules, teachers of government secondary schools are recruited centrally by the DSHE through a competitive examination. In government secondary schools, there is not an SMC. The headmaster is solely responsible for running the school and is supervised by the deputy director of the respective zone. Parent Teachers Associations PTAs , however, exist to ensure a better teaching and learning environment.
At the tertiary level, universities are regulated by the University Grants Commission. The colleges providing tertiary education are under the National University. Each of the medical colleges is affiliated with a public university. Universities in Bangladesh are autonomous bodies administered by statutory bodies such as Syndicate, Senate, Academic Council, etc. The Technical and Vocational Education System provides courses related to various applied and practical areas of science, technology and engineering, or focuses on a specific specialized area.
Course duration ranges from one month to four years. The Technical Education Board controls technical and vocational training in the secondary level. The Directorate of Technical Education DTE is responsible for the planning, development, and implementation of technical and vocational education in the country. Curriculum is implemented by BTEB. They can then enroll in post-graduate studies.
A vast number of schools in Bangladesh are English version schools. English Medium schools are mainly private schools where all the courses are taught in English except one Bengali Language subject at ordinary level O Level. Those who do not attend a school that follows the GCE syllabus may also sit for their Ordinary and Advanced Level examinations from the British Council. These examinations are conducted under the supervision of the British Council in Bangladesh.
Bangladesh has recently opened English version schools Bangladesh translating board textbooks in English. In recent years national language policy has given top priority to English language education in Bangladesh . The Madrasah Education System focuses on religious education, teaching all the basics of education in a religious environment. Religious studies are taught in Arabic and the students in some areas also serve the local area masjids.
Students also have to complete all the courses from the General Education System. Many privately licensed Madrasas take in homeless children and provide them with food, shelter and education, e.
Jamia Tawakkulia Renga Madrasah in Sylhet. In the Madrasah Education System there are two systems:. One, called the "Quomi" Madrasah system is privately owned and funded  and is run according to the Deobandi system of Islamic education, which rejects the rational sciences.
The other, called the "Alia" madrasah system, is privately owned but subsidised by the government the government spends The Madrasah Education Board covers religious education in government-registered Madrasahs in the secondary level. After passing "Alim", a student can enroll for 3 additional years to obtain a "Fazil" level. Students can go for further general education and earn a university degree. After passing successfully, they can further enroll for another 2 years to obtain a "Kamil" level degree.
The following table provides a statistical comparison of the "Quomi" and "Alia" madrasah systems. Although by no means it is considered as a good grade. For each subject, grades are converted in to grade points GP and are summed up and dived by the total number of subjects and thus is called Grade Point Average GPA. The highest achievable GPA is 5. The Grading System is shown below. However in Secondary and Higher Secondary Level, a 4th subject or optional subject system is introduced.
Although failing in the 4th subject will not be judged as a failure for the whole, Doing good in it can contribute to gain additional grade points. The additional grade points received is simply GP in 4th subject - 2.
While counting GPA the algorithm can be simply written as. OGP is the additional GP gained in 4th subject. And N is the number of total subjects of course without optional. Note that GPA cannot be above 5. Gaining a GPA of 5. There exists a substantial number of NGO-run non-formal schools, catering mainly to the drop-outs of the government and non-government primary schools.
Very few NGOs, however, impart education for the full five-year primary education cycle. However, not all NFE graduates continue on to secondary school. NGO-run schools differ from other non-government private schools. While the private schools operate like private enterprises often guided by commercial interests, NGO schools operate mainly in areas not served either by the government or private schools, essentially to meet the educational needs of vulnerable groups in the society.
They usually follow an informal approach to suit the special needs of children from these vulnerable groups. But nowadays, some NGO schools are operating into places where there are both private and government schools. The style of management differs depending upon differences in policies pursued by different NGOs. Some are centrally managed within a highly bureaucratic set-up, while others enjoy considerable autonomy.
Different NGOs pursue different policies regarding recruitment of teachers. Some prepare a panel of prospective teachers on the basis of a rigorous test and recruit teachers from this panel. Other NGOs recruit teachers rather informally from locally available interested persons. Current government projects to promote the education of children in Bangladesh include compulsory primary education for all, free education for girls up to grade 10, [ citation needed ] stipends for female students, a nationwide integrated education system and a food-for-education literacy movement.
Recent years have seen these efforts pay off and the Bangladesh education system is strides ahead of what it was only a few years ago. Now even national curriculum books from class 5 to class 12 are distributed freely among all students and schools.
The educational system of Bangladesh faces several problems. In the past, Bangladesh education was primarily a British modelled upper class affair with all courses given in English and very little being done for the common people.
The Bangladesh education board has taken steps to leave such practices in the past and is looking forward to education as a way to provide a poverty-stricken nation with a brighter future. As Bangladesh is an overpopulated country, there is a huge demand to turn its population into labour, which is why proper education is needed and proper help from government in the educational sectors of Bangladesh is crucial.
Public expenditure on education lies on the fringes of 2 percent of GDP with a minimum of 0. The Education system lacks a sound Human Resource Development and deployment system  and this has demoralised the primary education sector personnel, including teachers, and contributes to poor performance. Poverty is a big threat to primary education. In Bangladesh, the population is very high. The number of seats available in colleges is less than the number of students who want to enroll, and the number of seats available in universities is also less than the number of students who passed higher secondary level and want to join in a university.
Besides, the cost of education is increasing day by day, as a result many students are unable to afford it. One study found a In Bangladesh, gender discrimination in education occurs amongst the rural households but is non-existent amongst rich households. However, in recent years some progress has been made in trying to fix this problem.
The low performance in primary education is also matter of concern. School drop-out rates and grade repetition rates are high. Madrasah education in Bangladesh is heavily influenced by religion.
Bangladesh has one of the lowest literacy rates in Asia, estimated at From Wikipedia, the free encyclopedia.
To them the primary function of supervisors of all types is leadership, encouragement and recognition of leadership in any other person either in the professional staff or among the community participants. Now-a-days the concept of supervision has been changed. Start on. Counsellor Education and Supervision, 27, By Douglas guiffrida. Therefore, model of supervision helped to adequately explore different ways in which supervision can be done in schools by supervisors, teachers being supervised or outside observer. The course focuses on the many ways inwhich educational leaders can actively oppose economic, social, and political injustices in the American public school system.
Models on educational supervision at bangladesh.
Education for Out of School Children in Bangladesh | Educate a Child
Acknowledgements I would like to show my gratitude to my lead advisor Mr. Frank McNerney and thesis committee member Mr. Somnath Saha for their kind support during this study. Monica Gomes, Dr. Manzoor Ahamed and Dr. Mainus Sultan for their insightful suggestions about research methodologies. Without their suggestions, it would be impossible for me to do this study. I am also thankful to all the faculties of IED, especially those are involved with this study. Kowsar Sabina, for selecting me to do this course including her valuable dialogue with me regarding this study.
I am grateful to my classmates and colleagues for sharing their experience about teacher supervision, including sharing their insightful thoughts with me on the research topic.
Finally, I want to express my heartiest thanks to my husband and my daughter, during my study period they scarified a lot. The methodology of this study is purely based on qualitative analysis that includes interviews, observation and literature reviews. In teacher supervision practice the key findings of the study are: that both PTI and URC instructors play their roles according to their job description.
PTI instructors, as academic supervisor, especially, focus on individual teacher and provide them pedagogical suggestion.
In teacher supervision URC instructors, as academic supervisor, provide professional support and advice to teachers in school. This study identifies that although the local authorities recognize the importance of collaboration in teacher supervision there is no official written document instruction for the URC and PTI instructors to supervise the teachers in a collaborative way. They supervise the teachers in a mechanical way. So supervision is largely ineffective. While supervising the teachers, their views and needs are not considered.
The lack of coordination between two groups of supervisors is identified as the primary reason. In this report, the performance of primary education was monitored using Key Performance Indicators KPI and Primary School Quality Level PSQL ; these monitoring indicators describe necessary inputs for an appropriate and enabling teaching-learning environment for quality primary education.
The quality of primary education still now is a big question. In Bangladesh, primary education system is managed from the center. There is a lack of accountability in the management and supervision Chowdhury, , p. In Bangladesh, the functions of teacher supervision within the primary education system operate under three key sub- systems: 1 the policy framework; 2 the instructional systems; and, 3 the management system.
Bangladesh Education Sector Review, , p. Both organizations operate teacher supervision activities under the primary education policy framework and structure.
Supervision is a process to support teachers to improve their performance at every level of education. The process of supervision is directly related with supervisor and supervisee. It is a reciprocal communication. The objective of this study is to identify the role and functions of supervisors in teacher supervision. Other objectives of this study are to identify present practices of supervisors compared to the stipulated tasks of supervision in their job descriptions.
This comparison will capture the organizational mismatches between these two organizations. I focused on three locations: a primary teacher training institute, an upazilla resource center, and a government primary school.
At each location, I interviewed the personnel leading the organization. The specific focus is the process of collaboration between these two educational organizations. In addition, over 1. The gross enrollment rate GER in primary education raised from 76 per cent in to Despite these achievements in access, challenges remain in the quality of primary education.
There is a lack of training for supervisors so that they cannot offer professional supervisory support to teachers. As we know, teachers are the key component in a teaching-learning process, but the skeletal monitoring system and ineffective teacher supervision hinder the teachers professional improve in primary level Project appraisal document, PEDP-3, , pp Both of the organizations work on teacher development and supervision.
Yet, while their roles are apparently similar, there are differences. Though these two channels seem similar in nature, the temperament is different. The PTI are totally academicians; they always deal with fundamental theories of education and different approaches of education.
The URC deals with practicalities of educational short term issues; that arise in the time of practice. In teacher supervision practice collected data suggested to me that there is a lack of coordination between these two channels. This lack of harmony not only appears in their activities, but the findings also reveal that the lack of coordination is also present in PTI course curriculum and URC training curriculum. To answer this question, I had to find out the in-depth information about collaborative pattern between the two organizations.
Based upon this research question I have formulated following key questions and sub-questions to guide my data collection process. Under this theme, I explain their collegial and cultural environment and the similarities and difference between them. Through interviewing the professionals from these two organizations, I describe from their point of view. The study has also been intended to understand the perception of the teachers about the role and effectiveness of supervision done by PTI and URC.
Side by side, this study is important to explore the existing elements of organizational integration. Besides I was also a leaner here in this research process. As a novice researcher, I was involved with a new cognitive interpretation; these interpretational capacities have inspired me in future to solve any problem in an innovative way.
This approach is especially true for beginning qualitative researchers who undoubtedly will be asked by their instructor to justify their topic and some pertinent literature may be very useful or necessary when dealing with potential gatekeepers and participant p. For that reason, in this study I reviewed topic relevant literature, articles, research report, policy and official documents to accomplish my theoretical knowledge regarding research topic.
The main purpose of literature review to take an overview about my research study. Functional purpose of literature review is to identify the issues and problems that have already been discussed by other scholars, academics and researchers.
Literature review helps me to understand the area of my study. Then I organize the information according themes or categories those are directly related with my research questions. The key purpose of this literature review is to develop a conceptual framework for this study. That time primary education was divided into two parts such as: a lower primary comprised with 1st and 2nd grade; b upper primary comprised with 3rd and 4th grade. After that, in , 45 to 55 GT school transformed as Primary Training school.
But curriculum remained same as GT School, though there was some difference in management. That was designed for non- trained government and non-government primary school teachers. But outcome of this course did not fit with desire, though it was a milestone in the field of primary education. PTI Management handbook, , p. At present, National Plan of Action evaluates and analyzes the pros and cons of previous course structure, system of course delivery and its outcomes.
Then the committee anticipated its betterment. The framework of new teacher teaching discourse is developed based on constructivism and micro teaching model. The aim and the objectives of this course are different from previous C-in-Ed course. Rationale for introducing this course is to meet the demand of time. But, at present DPEd is a programme course based on knowledge approach, where knowledge and understanding is the main key theme of this 15 month long teacher education course.
But, to meet the commitment till now, Bangladesh lags behind to reach required level. For that it is essential to take steps to meet that goal. At present, there is no organizational forum to support them to meet their professional needs. They come from different educational background. Nowadays, sub-cluster training provides some sort of professional support to primary school teachers at local level. Supervision Module-3, , p. Many countries have such type of centres in different name.
However, its objectives are twofold, on the one hand, to familiarize supervision towards development and support, rather than control. These centers very often provide academic service to primary schools at local level. Objectives of these programs were enhancement of teachers professional skills, providing them in-service training. Main reasons to establishing URC is to assist teachers to improve their performance in teaching and learning.
Also attain the skills of school management, dissemination of information among themselves and shared it with school managing committee members.
Both of these aspects are relevant to varying degrees in supervision, depending on the context. It can be helpful to think about supervision both in terms of development which is related to ongoing professional learning and performance related to established governance and standard setting. Usually a formal one to one interaction and relationship, focused around professional conversations to help the supervisee develop reflective professional practice, learning and skills with the aim of improving patient care Supervision, E-learning module, , para The supervision system has a main objective to influence teaching and learning practices Supervision Module-5, , p.
Importance of supervision manifests to promote reflective practice and contributes to professional development.