Advertisement

Lessons Learned: From Emerging Realities to Implications for the Future of Education in Bangladesh

  • Foez MojumderEmail author
  • M Moninoor Roshid
Chapter
Part of the Education in the Asia-Pacific Region: Issues, Concerns and Prospects book series (EDAP, volume 44)

Abstract

The twenty-first century places demands on every country to build a high-quality, inclusive and equitable education system to educate a young generation with adequate knowledge, twenty-first century skills and social values to live, work and contribute responsibly to the society as well as to the local and global economy. Most of the developing countries including Bangladesh, therefore, have committed to reform their education system in order to achieve the Sustainable Development Goals (SDGs) by 2030, since education is arguably considered the best investment for a country to become developed. As it is widely recognised, a reform action requires policy makers to review evidence-based education practices to undertake informed decisions. This book, therefore, is an attempt to present recent studies being conducted by a group of dedicated researchers working at home and abroad, addressing emerging issues in education in Bangladesh to facilitate policy makers to undertake evidence-based and informed reform action plans. Based on the studies presented in the book, this concluding chapter draws together common threads and discusses learning points that may offer insightful directions for the future of education in the country. The insights and guidelines, therefore, could assist the government of Bangladesh and relevant stakeholders in developing effective action plans to improve current practices at all levels of education.

References

  1. Augustine, N. R., Barrett, C., Cassell, G., Grasmick, N., Holliday, C., Jackson, S. A., et al. (2010). Rising above the gathering storm, revisited: Rapidly approaching category 5. Washington, DC: The National Academies Press.Google Scholar
  2. Ban Ki-moon. (2016). Education commission sets vision for a learning generation in report [Press release]. Retrieved from http://www.unesco.org/new/en/media-services/single-view/news/education_commission_sets_vision_for_a_learning_generation_i/
  3. Binkley, M., Erstad, O., Herman, J., Rtaizen, S., Ripley, M., Miller-Ricci, M., et al. (2012). Defining twenty-first century skills. In P. Griffin, B. McGaw, & E. Care (Eds.), Assessment and teaching of 21st century skills (pp. 17–66). Dordrecht, the Netherlands: Springer.CrossRefGoogle Scholar
  4. Branham, D. (2004). The wise man builds his house upon the rock: The effects of inadequate school building infrastructure on student attendance. Social Science Quarterly, 85(5), 1112–1128.  https://doi.org/10.1111/j.0038-4941.2004.00266.x.CrossRefGoogle Scholar
  5. De Lepe, M., Olmstead, W., Russell, C., Cazarez, L., & Lloyd, A. (2015). Using science fiction prototyping to decrease the decline of interest in STEM topics at the high school level. Workshop proceedings of the 11th international conference on intelligent environments (pp. 189–196).  https://doi.org/10.3233/978-1-61499-530-2-189.
  6. Directorate of Primary Education. (2014). National student assessment 2013 for grades 3 and 5. Dhaka, Bangladesh: Ministry of Primary & Mass Education.Google Scholar
  7. Leithwood, K., Louis, K. S., Anderson, S., & Wahlstrom, K. (2004). Review of research: How leadership influences student learning. Retrieved from http://www.wallacefoundation.org/knowledge-center/Documents/How-Leadership-Influences-Student-Learning.pdf
  8. Lyons, T., & Quinn, F. (2015). Understanding declining science participation in Australia: A systemic perspective. In E. K. Henriksen, J. Dillon, & J. Ryder (Eds.), Understanding student participation and choice in science and technology education (pp. 153–168). Dordrecht, the Netherlands: Springer.Google Scholar
  9. Roberts, A. (2012). A justification for STEM education. Technology and Engineering Teacher, 71(8). https://www.iteea.org/File.aspx?id=86478&v=5409fe8e
  10. Roshid, M. M., & Webb, S. (2013). From workplace learning to work integrated learning for English communication skills: Professional development in an international business sector. In J. Greenwood, J. Everatt, A. H. Kabir, & S. Alam (Eds.), Research and educational change in Bangladesh (pp. 115–133). Dhaka: University of Dhaka.Google Scholar
  11. The Economist. (2014). High university enrolment, low graduate employment: Analysing the paradox in Afghanistan, Bangladesh, India, Nepal, Pakistan and Sri Lanka. Retrieved from https://www.britishcouncil.in/sites/default/files/british_council_report_2014_jan.pdf
  12. World Education Forum. (2015). Education 2030: Towards inclusive and equitable quality education and lifelong learning for all. http://unesdoc.unesco.org/images/0023/002338/233813M.pdf

Copyright information

© Springer Nature Singapore Pte Ltd. 2018

Authors and Affiliations

  1. 1.Faculty of EducationMonash UniversityMelbourneAustralia
  2. 2.Institute of Education and ResearchUniversity of DhakaDhakaBangladesh

Personalised recommendations