Dhaka biennium report, 2010-2011; 2013 - UNESCOunesdoc.unesco.org/images/0022/002219/221941e.pdfThe mission of the UNESCO education sector is to Provide international leadership for

DhakaBiennium Report2010-2011

INTRODUCTION

UNESCO Dhaka was established in January 1996 as a National Field Office to Bangladesh. As a specialized agency of the UN system, UNESCO contributes to the building of peace, the alleviation of poverty, sustainable development and intercultural dialogue through its mandates in education, the sciences, culture, communication and information.

UNESCO Dhaka’s policy and directions are set within overarching the strategic visions and programme framework of UNESCO’s Medium-Term Strategy for 2008-2013 (34 C/4), contributing to the attainment of the internationally agreed development targets, including the Millennium Development Goals. Since inception, UNESCO Office’s investments in Education remain the best bet for continued empowerment of the marginalized and the vulnerable, while Education for All (EFA) has been the massive area of importance.

The Biennium Programme and Budget for 2010-2011 (35 C/5) of UNESCO Dhaka was developed to translate the strategic visions into concrete actions for the needs and specific circumstances of Bangladesh. The main working modalities of UNESCO’s activities include policy dialogue, capacity building, technical assistance, research and innovations, clearing house and networking.

UNESCO Dhaka works closely with the Bangladesh National Commission for UNESCO, line ministries and many government offices, as well as academic institutions, development partners and NGOs. Within the UNESCO family, UNESCO Dhaka has collaborated with Headquarters, the Regional Bureau in Bangkok and other field offices, as well as institutions such as the UNESCO Institute of Lifelong Learning and the UNESCO Institute of Statistics.

UNESCO also has a great contribution in the amplification of the United Nations Development Assistance Framework (UNDAF)for Bangladesh for 2012-2016 which was developed and signed by the UN agencies in 2011. UNDAF sets out the overarching goal, strategic plan and the broad interventions to be adopted by the United Nations agencies in Bangladesh for the period 2012 to 2016. To achieve UN’s comprehensive programme objectives in Bangladesh and attain the outcomes described in the UNDAF, UNESCO also actively participates in the work of the UN Country Team in Bangladesh and closely cooperates with other development partners in the country.

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In 2011 UNESCO developed its Country Programming Document (UCPD) for Bangladesh for the period of 2012-2016; the UCPD enlightens the internal and the external audience where UNESCO is positioned and where it can take the lead. The Document can be downloaded from UNESCO’s homepage: http://www.unesco.org/new/fileadmin/MULTIMEDIA/FIELD/Dhaka/pdf/Publications/UNESCO_Country_Programming_Document_For_Bangladesh.pdf.

The Biennium Report 2010-2011 covers the main activities under the 35 C/5 biennium in the areas of education, social, human and natural science, culture, communication and information in between 2010-2011. The latest information on UNESCO Dhaka is also available at the home page: http://www.unesco.org/new/dhaka

We believe, UNESCO can continue to assist Bangladesh to reach a better future.

Kiichi OyasuOfficer In Charge UNESCO Dhaka Office

http://www.unesco.org/new/fileadmin/MULTIMEDIA/FIELD/Dhaka/pdf/Publications/UNESCO_Countr

http://www.unesco.org/new/dhaka

1Education

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Ever since Bangladesh came to independence in 1971, it had not been possible to effectively enforce an Education Policy in the last four decades. Due to political obstacles and other deterrence, several education policy/reports were prepared but unfortunately none of them was implemented.

The new Education Policy was launched in April 2010 by the Education Minister. This policy has been adapted after careful reviewing the whole policy. To make the policy comprehensive and acceptable to everyone seminars and meetings were held among stockholders. Eminent educationists, social workers, students, Teachers, politicians, developments professional and professionals from all walks of life put forward their comments and ideas on draft policy. UNESCO believes that education is a fundamental human right as well as key to social and economic development. It works for a sustainable world with just societies that value knowledge, promote a culture for all.

Mission of UNESCO Education Sector

The mission of the UNESCO education sector is to Provide international leadership for creating learning societies with educational opportunities for all; Provide expertise and foster partnerships to strengthen national educational leadership and the capacity of countries to offer quality education to every citizen.

UNESCO works as an intellectual leader, an honest broker, and clearinghouse for ideas, propelling both countries and the international community to accelerate progress towards these goals.

UNESCO Dhaka implemented various activities with main focus on achieving Education for All (EFA) goals by 2015, adopted by the World Education Forum held in Dakar, Senegal in 2000.

UNESCO’s activities cover from early childhood to adult education in both formal and non-formal mechanisms. Main strategies include: advocacy, policy formulation, capacity development, resource development and mobilizations, clearing house as well as networking.

This section highlights UNESCO Dhaka’s main activities in education during the biennium of 2010 – 2011.

EDUCATION

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EARLY CHILDHOOD CARE AND EDUCATION (ECCE)In Bangladesh, the majority of children aged five years and below has limited access to services that nurture their cognitive and psycho-social development. Poor socio-economic condition of the country is one of the root causes of this unwanted situation. Recently, the government approved an Operational Framework for Preprimary Education to achieve EFA goals by 2015. Although the most recent Government plans include preschool classes in 80% of government schools by 2015, early childhood care and education has received insufficient attention so far. According to Multiple indicator Cluster Survey (MICS) 2009, less than 24 per cent of children aged 3-5 years are attending a preschool, the majority of which are run by NGOs and the private sector. Even if all government supported primary schools successfully establish a pre-primary class as per Operational Framework, it is estimated that about 40% of the eligible children for pre-primary school will remain out of reach, if the criterion of the minimum teacher student ratio of 1:30 is applied. Due to severe budget and capacity constraints in this field, it has not been a government priority as of date.

Partnership Building

UNESCO Dhaka has developed a very good relationship and partnership with Ministry of Women and Children Affairs (MOWCA), Bangladesh Shishu (Children) Academy (BSA), Bangladesh ECD Network (BEN) and IED-BRAC University by supporting their participation in the first World Conference on Early Childhood Care and Education (WCECCE) that held in Moscow in September 2010. This was further extended in successful organization of the first South Asia Regional ECD Conference for ECCE advocacy, 7-9 December 2010 as well as to advocate for and implement ECCE activities to achieve EFA Goal 1. The commitment that MOWCA Minister made in WCECCE has again promised to bring in action.

A strong partnership has already been developed with National Curriculum and Textbook Board (NCTB) through a Joint Program on Violence against Women, which is useful for curriculum and textbook

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DHAKA ACTIVITY REPORT 2010-2011

review of ECCE. The existing partnership with UNICEF, UNDP and NGOs has further been strengthened for advocacy and policy dialogue while developing the next UNDAF (2012 - 2016) which is approved by government on June 01, 2011.

Community Based Parenting Education

UNESCO in partnership with Bangladesh Shishu Academy (BSA) advocated on the importance of community based parenting education and bring them on board in June 2011 through leading Bangladesh Country Team for the “Bangladesh CLC Parenting Education Project”. Both BSA and MOWCA (Ministry of Women and Children Affairs) has assured commitment to translate, adapt and implement the regionally developed ECCE CLC Parenting Education Guidebook and Facilitators Handbook in Bangladesh context. It has also built capacity of teachers, supervisors and managers of pre-school programme through training in July – December 2011. During these training importance of parenting education were widely discussed. Participants have made strong commitment to build an agenda on this in their respective work areas. As the trainees were from different schools, the training process gave them opportunities to share their experience and to learn from each other. During training needs assessment the trainees identified further training needs on child development, material development and joyful/innovative and developmentally appropriate child centered learning activities. The programme managers also identified training needs on stress management, leadership and team building, communication and so on for developing the capacity of the managers for managing their programme effectively.

LITERACY AND NON-FORMAL EDUCATION (NFE) Although Bangladesh has committed to EFA goals, much more needs to be done in adult literacy in view of the literacy rate of 48.8% according to the Literacy Assessment Survey 2008. NFE policy was formulated in 2006, covering early childhood care, non-formal primary education and adult literacy and continuing education to translate the commitment to actions.

UNESCO Dhaka has supported Bureau of Non-formal Education (BNFE), MOPME, to implement the NFE policy in collaboration with NGOs and other experts in this area. Under the UNESCO’s Regular programme and extra budgetary project on EFA Capacity Building (CapEFA) started since 2006, UNESCO Dhaka has focused its assistance to develop the capacity of NFE personnel and institutions.

Main areas of capacity development activities include planning and management, advocacy, equivalency, NFE teacher’s development, monitoring and evaluation, EMIS, use of ICT and delivery of NFE. The below are main activities and outcomes of the UNESCO’s work in literacy and NFE during 2010 –2011.


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Advocacy Campaigns for Literacy and NFE

UNESCO Dhaka in partnership with the Bangladesh National Commission for UNESCO (BNCU) organized a seminar to celebrate International Literacy Day 2010, to raise attention on literacy particularly for the marginalized population groups in disadvantaged areas such as urban slums, rural remote areas, ethnic minorities, girls and women. In his remark in the seminar education Minister reiterated his government’s commitment to achieving literacy for all. Identifying literacy as a basic right and prerequisite for development, he observed that the country’s development process will be impeded if women are not literate. It was discussed during the seminar that literacy plays a pivotal role in empowering women. The minister stressed that women’s literacy needs to be prioritized to facilitate their effective and greater participation in Bangladesh’s development.

At the occasion of the international literacy day in 2011, UNESCO in collaboration with MOPME, BNFE and Save the Children International, organized a national round table discussion. The theme of the year was Literacy and Peace. Key note paper was presented on the theme by the Project Director-PLCHD II. He gave a clear description of the literacy status of the country. He also identified the present and future challenges of the sector. State Minister MOPME was the chief guest and DG-BNFE was the Chair of the Round table discussion session. Representatives from government, NGOs, and civil society members attended the round table discussion session. They expressed their thoughtful opinions about the present successes and challenges of Literacy in Bangladesh and also suggested actions for the future to make Literate and Peaceful Bangladesh.

Capacity Building on Policy Analysis

In Bangladesh, Non-Formal Education activities have been implemented over the last 35 years largely on ad-hoc basis by the government and NGOs, covering diverse areas of basic literacy, post literacy and continuing education. In most cases the interventions planned and implemented reflect donor’s perspectives and priorities rather than country needs. As a result, the effectiveness, efficiency and impact are not optimal and therefore not sustainable. Besides, weak institutional arrangement and low

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capacity development initiatives, all these efforts could not make any tangible improvement of the literacy status in the country.

UNESCO Dhaka has been providing technical support under the CapEFA programme to BNFE and NGOs for developing organiztional and institutional capacity to contribute to the NFE sub-sector programme planning, aiming to strengthen internal efficiency and effectivness of BNFE to demonstrate proactive role with strong leadership and ownership towards achieving EFA.

Therefore an intensive multiple phase training programme conducted on ‘Policy analysis and NFE Sub-sector programme prepareting’ having provision of classroom training, on the job assignment, sharing, counseling and follow-up training has been conducted for 50 representatives from Ministry of Primary and Mass Education (MOPME), Bureau of Non-Formal Education (BNFE) and NGOs. As an immediate output of this intervention, it is observed that capacity and confidence of the MOPME, BNFE and NGO personnel have been enhanced, which has been observed during on the job exercise and follow-up training courses.

Enthusiasm and confidence of the participants of the training courses have been developed towards contributing the NFE sub-sector analysis and programme preparation. Six participants of the first batch-training course acted as resource person for the 2nd batch training course, which is a clear indication of capacity development.

In the process of on-the-job training, a group of trained participants from MOPME (4 persons, Senior Assistant Secretary and Assistant Chief), BNFE (40 persons, Director, Deputy Director, Assistant Director) and NGOs (6 persons, Education Officers) have analyzed gender perspective and inclusiveness along with all other dimensions, and a manual on analysis and programme preparation has been prepared, that can be used for future NFE sub-sector programme planning. The analysis informed that the NFE sub-sector needs substantial improvement in the delivery mechanisms together with strong monitoring and evaluation system, standardized content to ensure quality learning and capable human resources and institutional capacity.


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NFE Framework Development

In coordination with the overall NFE sub-sector programming, specific tools for strengthening NFE planning and implementation were developed by BNFE, NGOs and experts under the support of UNESCO’s CapEFA. The following 3 frameworks were developed, elaborating NFE Policy 2006 and NFE Strategic Framework 2010, through a series of consultations and field work during 2010-2011: framework for effective NFE delivery; framework for equivalency education; and, framework for standard and capacity development of NFE facilitaors.

Framework for effective NFE delivery: In follow up to the national workshop organized in July 2010 by BNFE supported by UNESCO and Japan International Cooperation Agency (JICA), a working group has been established to develop effective NFE delivery framework through national and field level consultations with relevant stakeholders of government and NGOs. The framework developed in 2011, suggests the organizational structure of BNFE offices from central to local levels, revitalization of NFE Committees, development of technical support mechanisms, expanding NFE-MIS and partnership of government, NGOs and communities for sustainable NFE mechanisms in the country. The framework also suggested the steps of implementation from piloting to expansion with advocacy and resource mobilizations.

Framework for equivalency education: In Bangladesh, the work on equivalency education was initiated in 2003, and revitalized by UNESCO through Post-Literacy and Continuing Education for Human Development Project (PLCE-HD2) funded by ADB. The work was undertaken in coordination with an NFE out of school children project of UNICEF and a skill standard development project of ILO. A draft equivalency competency at primary levels of

general and vocational education was developed in 2011, together with the overall framework of equivalency education including target, levels, curriculum framework, accreditation and assessment.

Framework for standard and capacity development: Studies on NFE teachers/facilitators were undertaken in Bangaldesh by a group of experts in 2010. An international workshop was held in Dhaka in July 2010 to share the experiences of countries of Asia and Africa to develop recommendations for common guideline for status and capacity delveopment of NFE teachers and facilitators. Based on these inputs, the framework was developed in 2011, covering the minimum stardards of NFE

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facilitators such as qualifiction, recruitment, entitlement and carreer path, as well as systematic capacity development and support mechanisms for NFE facilitators.

These three frameworks were finalized during the national expert meeting held in December 2011 for the submission to MOPME for approval.

Community Radio Reinforcing NFE Provision

Bangladesh’s effort to achieve education for all is constrained by a wide range of challenges. Inadequate infrastructure, inaccessibility to schools and shortage of teachers keep a large number of children in remote and disadvantaged parts of the country out of school. Community Radio (CR) has answer to some of these difficulties. It is this potential of CR in imparting education which led UNESCO to team up with BNFE in organizing a seminar entitled “CR and Non-formal Learning” in Dhaka on December 9, 2010.

As Bangladesh prepares to witness the first batch of CR stations (14 to be exact) going on air in April, 2011 UNESCO sought to initiate a discussion as to how CR can promote non-formal education. The seminar attended by education experts and CR initiators listened to a similar experience in Malawi where CR helped reach several hundred thousand people and provide them with NFE. Ian Pringle, an education specialist from Commonwealth of Learning (COL) presented the case study. NFE experiences and Bangladesh NGOs Network for Radio and Communication (BNNRC) were discussed to explore how CR can facilitate access to education.

Integrating Literacy Module in Regular Household Survey

Like many countries, availability of reliable data on literacy and the literate environment is short in Bangladesh. UNESCO, along with other development partners, is advocating for a reliable and sustainable literacy and NFE monitoring system in Bangladesh. As part of that, UNESCO assisted Bangladesh Bureau of Statistics (BBS) in conducting Literacy Assessment Survey 2008 which provided tested literacy rate in Bangladesh, 48.8 percent, and now being used by the government and other agencies in development planning.

While the tested literacy rate comes from comprehensive assessment surveys, information on means of acquiring literacy skills and their use in real life is also needed. To obtain regular data on literacy skills and situation of the literate environment in the country, UNESCO Dhaka with support from UNESCO Bangkok assisted the BBS in integrating literacy module into a regular household survey, namely the Labour Force Survey (LFS).

LFS in Bangladesh has been conducted every three years. As a regular household survey, this survey provides excellent opportunity to explore literacy skills. BBS integrated a set of questions, adapted from the Literacy Module for Household Surveys to delve more deeply into literacy skills of household members, acquisition and use of the skills in daily life, at work, availability of books, libraries, newspapers, and other sources. This redesigned questionnaire for LFS also provides information on use of digital media such as internet, mobile phones, computers and television in learning.

The questionnaire was adapted through a consultation with literacy and NFE experts in Bangladesh, and field tested thereafter. The analytical report on the LFS including a special chapter on literacy, the literate environment and their relation to the workforce was published and BBS published a separate report on Literacy Survey in June 2011. While the literacy rate was reported as 57.53% which is much higher than that of 2008 survey, the report informed that the reading and writing habit and


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practice is rather low, including only 9.39% people use newspapers and magazines in the last three months.

As the Labor Force Survey is a regular household survey conducted by BBS, it will provide regular data on literacy and literate environment in the future, and thus contribute to building a sustainable literacy and NFE monitoring system in Bangladesh.

Education Management Information System

There is no single reliable national database on NFE in Bangladesh including both quantitative and qualitative data. UNESCO has assisted Bureau of Non-Formal Education (BNFE) and Bangladesh Bureau of Statistics (BBS) to introduce a Non-formal Education Management Information System (NFE-MIS) in Bangladesh since 2007. A pilot project was initiated in Cox’s Bazar and Lalmonirhat Districts, then it was expanded to Hobigonj and Narail Districts during 2010-2011.

A National Technical Committee (NTC) for NFE-MIS has guided the NFE-MIS piloting process including data collection tools, software and monitoring in collaboration with Campaign for Popular Education (CAMPE) . The main activities undertaken during 2010-2011 include: Review of NFE-MIS indicators and finalization, Preparation, Pre-testing and finalization of instruments, Software development, Capacity building of NFE Providers, Data collection and entry at field level, Data Editing and Data Validation at the field level, Data Analysis and output indicators and Discussion on

the findings on the NFE situation in Habiganj and Narail. From the experiences of the initial piloting of Cox’s Bazar and Lalmonirhat Districts, attention was givent to the following aspects for improvement: the questionnaire should be simpler, shorter and relevant; the softawre should be user-friendly and easily accessible; the process should be more collaborative and inducive to capacity enhancement of the relevant agencies and staff.

Besides the on-line NFE-MIS available in four districts, a training manual containing seven modules were prepared in Bangla as main outputs of the project during 2010-2011. The manual consists of:

(1) Introduction to NFE,

(2) NFEMIS Overview,

(3) Data Management for NFE,

(4) Data viewing and Editing,

(5) Data cleaning,

(6) Indicators and Data analysis and

(7) Software Management and Customization.

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Using the software and traning manual, training workshops on NFE-MIS were conducted during 2011 to share current and emerging techniques, practices, lessons learned and identifying techniques, understanding and managing NFE-MIS Software. Participants of the workshops were NTC, BNFE officials and district BNFE officials and key staff who are planning for managing NFE monitoring.

Mapping of Multilingual Education

UNESCO in collaboration with CAMPE conducted a Mapping of MLE activity in Bangladesh in 2010-2011. Language is an essential element of education in general and UNESCO is committed to people’s fundamental human rights to education. Multilingual education is a strategy that can assist in the achievement of the Millennium Development Goals and ‘Education for All’ by supporting access to relevant basic education for every child regardless of their ethnic, cultural or religious background.

The purpose of the mapping was basically the stocktaking of MLE programme in Bangladesh. This mapping involves issues such as geographical coverage, profiling of MLE learners, existing provision of MLE, programme approach, curriculum, bridging plan, teaching-learning material, capacity of MLE providing organizations, availability of alphabets and text books in different indigenous languages, challenges regarding preparing textbooks in indigenous languages, existing monitoring mechanism, coordination mechanism at national and local level etc.

The mapping report was prepared in 2011 through number of consultation with stakeholders like government departments, NGOs, development partners and other stakeholders. The findings of this mapping report will be useful in terms of policy formulation, MLE provision, teaching learning process, development of textbooks in indigenous languages and the overall management and implementation of MLE programme all over the country.

UNDP already use the references from the report in the preparation of Guideline for developing Hill District Council (HDC) education strategies and basic concept to consider for developing educational strategies for Chittagong Hill Tracts (CHT).


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It was found in the report that MLE programme are run in pre-primary and primary level only with 103 organizations in 29 districts to 62 indigenous nationalities and 16 non-indigenous, ethnic minorities. 71% of the total organizations provide MLE by using mother tongue only as medium of instruction and the other 29% provide MLE by using mother tongue both in textbook and as medium of instruction. The MLE programmes in the country cover 73,150 learners of which 7,411 (10%) are within pre-primary education and the remaining 65,739 (90%) are in primary education. In pre-primary programme female and male students are almost equally distributed, whereas the percentage of female students in primary level education is higher at 56% compared to the male student.

The MLE programme cover 3,496 teachers of which 3252 (93%) are from indigenous nationalities and the rest 244 (7%) are Bengali. A total of 691 Human resources are working as training staff, material developers, monitoring staff, supervision staff, evaluation staff and curriculum specialists. Among these groups 528 (76%) are from indigenous nationalities.

Various types of teaching aids are being used in MLE programme. Different forms of charts are the most commonly used as teaching aid such as, animal chart, alphabet chart, counting chart, primer chart, number chart, flip chart and word chart. Moreover, supplementary books such as story books in different languages are also being used by some organizations.

It was realized from the report as well as during consultations with the stakeholders that a more comprehensive co-ordination mechanism needs to be built up so that the MLE providers can share available resources and contribute collectively for further development of the programme. The study also recommended improving the educational qualification of teachers within MLE programmes as 51% of them have a qualification below secondary school certificate (SSC). Further research into MLE is recommended along with the development of a framework for documentation and conservation of knowledge for future use and promotion of further MLE programmes.

Violence Against Women

Under UN Joint Programme on “Violence Against Women”, National Curriculum and Textbook Board (NCTB) implemented a project titled “Addressing Violence Against Women: Gender Responsive Programmes in Education System of Bangladesh”. The curricula, teacher training curricula and textbooks were last revised in 1995 though the regular practice of curricula and textbooks revision is after every 10 years. The previous curriculum was a bit gender responsive than textbooks which were less gender sensitive and balanced (as well as teaching learning materials). Knowledge gap of teachers were the main barrier for gender friendly classroom approach and practice.

Under this project, an eight member committee reviewed the existing curricula and textbooks using two types of gender lenses to verify the gender sensitivity, equity and gaps in the curricula and textbooks; undertook National Expert Workshop on “Masculinity, Male Roles and Violence Against Women” and “Action Research” to find out the causes of gender-based violence overall and in school

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settings. The main objective behind these actions was to identify sectors for gender mainstreaming. Recommendations came out from these actions has been nationally shared, finalized and approved by MOE. NCBT’s capacity has been strengthened on how to use these recommendations during curricula and text development.

Applying the recommendations, the committee has reviewed secondary and higher secondary curricula, teacher training curricula and selected seventeen textbooks of grade VI to grade XII of 2011 academic year. As part of National Education Policy 2010 implementation, in the first step, the committee also reviewed seven textbooks of grade VI to grade VIII of 2012 academic year applying the same recommendations, which are available in the hands of all VI to VIII grade students and teachers.

Pilot teacher trainings in seven divisions have been conducted by field testing these seven textbooks to see the understanding and acceptance of the teachers on gender equality and application of gender responsive classroom. NCTB ensures that these feedbacks will be considered carefully during the second step review of other textbooks in 2012 and 2013.

Policy dialogue and advocacy workshops initiated and advocacy promotional materials developed and widely disseminated for building awareness and bringing behavioral changes among policy makers and society, which includes parents, guardians, community members and leaders, teachers, students, local government, religious leaders, development partners and so on to overcome violence against women and gender biases. An evaluation has been conducted on overall achievement and strategy has been set for advocacy with government on gender and GBV/VAW issues.

Information and Communication Technologies (ICT) for Education

UNESCO Dhaka has provided technical support for the process of developing the ICT in Education Master Plan of Bangladesh since 2009. The National Planning Committee (NPC) headed by the Minister of Education was formed with four working committees and one sub-committee for drafting ICT Master Plan. These working committees and sub-committee had several sharing meetings during 2010-2011 led by Ministry of Education (MOE) to draft the Master Plan with participation of various stake holders such as Ministry of Primary and Mass Education (MOPME), University Grant Commission, Access to Information (A2I) Programme, Prime Minister’s Office and other related department/offices. The ICT Master Plan is to be finalized in 2012 and UNESCO is extending its support to MOE for publication, launching and dissemination.


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PRIMARY EDUCATION

Strengthening Primary Education Governance

Bangladesh has made remarkable progress in enhancing access to primary education and achieving gender parity at primary and secondary level as testified by the Global Monitoring Report (GMR) 2010. However, greater access has not necessarily led to systematic improvement in equity and quality. Nearly 49 percent of those enrolled in grade I do not complete the primary cycle of grade V and specific sub-groups of poor and marginal communities remain outside of basic rights including right to education.

In Bangladesh education system is highly centralized. Primary education governance is affected by not only resource constraints but also the transparency and accountability of role and responsibility of different actors from the policy to implementation levels. Another key challenge to improving governance is in the area of school-based management.

UNESCO Dhaka implemented since 2010 a project on “Strengthening Primary Education Governance in Bangladesh” to address the governance issues in the primary education system and to strengthen capacity of selected head teachers, officials of DPE and MOPME. Under this project following key activities was undertaken:

i. Conducting Participatory action research and dialogue with selected teachers and officials to prepare them for participation in an Orientation Workshop in Dhaka,

ii. Organization of Orientation Workshop,

iii. Prepare a Study Visit Guide-Line for the selected teachers and officials,

iv. Conduct pre-visit workshops to explain the Study Visit Guide-Line,

v. Organization of a post-visit Feedback Workshop.

From the study visits in the selected countries participants gained experiences that enrich their individual understanding regarding school based management, implementation of primary education and equity, teachers’ training/ governance and capacity building process, use of ICTs in the classroom

situation and training for teachers, need assessment process for subject based training, recruitment process, promotion, performance evaluation, financing, etc. The education system, for instance, of Malaysia, Indonesia are practicing the decentralized planning and management for promoting transparency and accountability among the teachers, head-teachers, SMC members and officials.

The project also conducted two day long Feedback workshop

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after completing all the visits. Participants reviewed their experiences and prepared an action plan focusing the areas of financing, teacher’s recruitment policy, capacity building for teaching personnel and School level management with indication of long-term as well as short term effect to address issues regarding governance from school to central level management and submitted to the Ministry of Primary and Mass Education for consideration to bring possible changes in the primary education system as per the country context.

Based on the findings from action research, study visits and workshops, a Primary Education Governance Guidebook has been drafted focusing key issues of financing and equity, school based management, teachers’ governance for adoption by the MOPME, DPE and all primary schools in the country.

HIV AND AIDS PREVENTION

Advocacy and Capacity Development

The existing strong relationship and partnership with UNAIDS, National AIDS/STD Programme, Bureau of Non Formal Education (BNFE), NatCom and NGOs are further extended in developing National HIV and AIDS Strategic Plan (2010); mainstreaming HIV and AIDS including Life-skills into non-formal education (2010); and initiating policy advocacy and awareness raising campaign such as supporting School Cricket Game with UNAIDS, International Cricket Council (ICC) and Bangladesh Cricket Board (BCB) during the ICC Cricket World Cup 2011. The existing partnership with UNAIDS, UNICEF, UNFPA, other members of UN Joint Team on AIDS and NGOs has further been strengthened for advocacy and policy dialogue while developing the next UNDAF (2012 - 2016) which is approved by government on 01 June 2011 as well as the UNDAF Action Plan (2012 - 2016).

Memorandum of Understanding has been made through UNESCO’s assistance with Family Planning Association of Bangladesh (FPAB) and Bandhu Social Welfare (BSWS) in 2010 to sensitize the service providers on STD, HIV and AIDS prevention. A research report was published in 2011 on cultural factors in the transmission and prevention of HIV and AIDS. Awareness raising advocacy was undertaken in partnership with UNAIDS, UNESCO and Poncho Porjotok (a tourist group) in 2011 within and outside country on HIV and AIDS issues. Livelihood trainings have been provided in 2011 for access to better living and with the objective to develop sustainability of 30 PLHA (People Living with HIV and AIDS), Hijra (Transgender) and MSM (Male having Sex with Male) persons. Participation support has been provided to personnel in International AIDS Conference (IAC) 2010 to present UNESCO Dhaka’s position in the area of HIV and AIDS Prevention in Bangladesh.

BNFE's capacity has been strengthened as well as all the Master Trainers (MT) and Upazilla Project Coordinators (UPC) of BNFE has been trained in 2010 with required materials support for field implementation of HIV and AIDS interventions. As adult illiterates of Bangladesh are in a wide range of risks of HIV infection as the awareness level is very low, therefore, Government with serious concern, include HIV and AIDS including Life-skills issues into NFE Policy Framework as well as teacher training curriculum of their Adult Literacy projects.


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Male Sexual Health Project

Strong partnership developed with Bandhu Social Welfare Society (BSWS) as well as the existing collaboration has been strengthened with National AIDS/STD Programme, UNAIDS, UNDP and development partners and media throughout 2010-2011. The partnership reflected on the WAD celebration in 2011 - a successful roundtable was jointly organized focusing MSM issue. Effective advocacy and awareness campaign throughout 2010-2011 increased interest of MSM and their female partners to participate in more numbers for knowledge development and taking referral services that indicates overcoming stigma. Level of acceptance by civil society population about MSM and Hijras/Transgender has increased as neither Bandhu nor Radio Today – a private FM Radio channel has received any complaints from any other sources about the message deliver by the Radio Today. Peer education modules for MSM populations developed, adapted and published (100 copies) in 2011. Sex & sexuality health education modules for MSM populations developed and adopted in 2011 and a Video Documentary Film “Anno Jibon” is on the existence and crisis, stigma and denial of MSM populations and issues developed in 2011. Livelihood training provided in 2011 to 80 MSM people for better life.

Because of deeply embedded socio-cultural attitudes, perceptions, beliefs and behaviors which put the MSM social excluded and stigmatized; no separate counselor for “Help-Line” service to deal with the clients; most clients can’t afford the payment; in some cases the respective counselor fails to meet a good number of calls come on “Psychosocial and Psychosexual” aspects, therefore, needs special training. A number of callers request for 24 hours service which they really need but the Bandhu is not strengthened enough to continue the services after completion of the project which will help to reach more MSM/MSW (Male Sex Worker) and their clients.

Help line is an effective mode of communication for stigmatized and marginalized populations in particular delivering the message; it is a very easy accessible media for some upper class MSM and those who are living other districts; people can accept the information positively if the message delivery process is more understandable and appropriate.

TECHNICAL VOCATIONAL EDUCATION AND TRAINING (TVET)Education Policy of 2010 made recommendations for accelerated development of the vocational and technical education. In response to urgent needs and one of the priorities of the government, UNESCO has provided support in promoting TVET for skills development. The assistance has been

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provided jointly with the International Labour Organization (ILO) under its five year TVET Reform Project funded by the European Commission.

Major outcome of the project is a national policy for TVET and skills development. This policy included an increase of competent manpower in various sectors to keep up with national and international demands; a build-up of skilled manpower at a fast pace to create opportunities; and new employment opportunities through export of skilled manpower and to enhance foreign currency earnings.

UNESCO extended its technical assistance to the Capacity Strengthening Programme which commenced in 2011 and will be completed in 2012, consisting of nine workshops and on-the-job exercises to promote employable skills and generate work. In particular, the Programme focused on the policy analysis and programme preparation of TVET sub-sector in the country.

“The TVET Reform project has capacity development of its stakeholders as an important objective. UNESCO has a similar interest and so it was a natural partner for the project to jointly plan and supports the capacity strengthening initiative. There is the added benefit of two UN agencies cooperating for betterment of the country and being a good example of the one-UN approach in Bangladesh,” explained Arthur Shears, Chief Technical Advisor of the TVET Reform Project.

TEACHERS’ EDUCATION

World Teachers’ Day

There are approximately 1 million teachers (.85 million in the formal education and 1.5 million in the Non-formal education) here in Bangladesh which represents a very formidable community in deed.

Bangladesh has made commendable progress in achieving enrolment and gender parity in primary and secondary education. Contrary to this achievement, the depressingly low internal efficiency such as high dropout rates, poor retention and low quality education have remained major challenges to the education sectors and are of great concern to education authorities.


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At the occasion of the World Teacher Day on 6 November 2010, Education Minister reiterated government’s commitment towards teachers’ development. He said teachers can do better for preparing young generation as an active human resource for the country who should bring proper changes in Bangladesh regarding peace, justice and sustainable development.

Establishing Nongovernment Teachers Selection Commission

Non-government Teachers Registration and Certification Authority started functioning in 2005 to implement a new concept for qualitative improvement of secondary education in Bangladesh. For the last six years or so the organization was busy in taking examinations for the registration and certification of the aspiring secondary teachers. NTRCA act 2005 mandated other things for the organization.

National Education Policy 2010 envisaged the expansion of the selection process from primary to college level of both general as well as madrasah education. To perform this huge task NEP plans to establish a Nongovernment Teachers Selection Commission in the form of Bangladesh Public Service Commission and teachers will be selected by the Nongovernment Teachers Selection Commission as per local and institutional needs.

The study was conducted in 2010 – 2011 to share the present process followed by the NTRCA in the registration and certification of teachers and find out the good practices and identify the hindrance in the process of selection of quality teachers. The final study report has been shared with the Ministry of Education as they are preparing the Education Act based on National Education Policy 2010.

The findings of the study in the formulation of a structure for the proposed nongovernment teachers’ selection commission was identified through individual consultations/interviews, focus group discussions with the head teachers, School Management Committee members and officials of NTRC. Some of the important comments regarding converting the NTRC to a non-government teacher’s selection commission from them are as below:

� First they would like to see a Nongovernment Teacher Selection Commission for recruitment of teachers.

� NTRCA is suffering from lack of manpower and other facilities. Therefore, to cope with the future expansion teacher recruitment a broad based organization like a selection commission will be necessary.

� NTSC should select the candidates and SMC will appoint them.

� There should be no system of Registration and Certification once the NTSC starts functioning.

� Status of the NTSC Chairman may be equivalent to a cabinet Minister and that of the Members equivalent to a Deputy Minister.

� The NTSC should be an autonomous and quasi-judicial organization

� SMC should not be directly involved with matters of teachers’ Appointment

� Standard of Education and Teacher standard should be revised and guided by set rules and regulations

� The Commission should appoint staffs from all streams like Madrasha, Technical and General Education.

� ID system should be introduced in place of Registration and Certification.

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EDUCATION QUALITY IMPROVEMENT

Confronting Shadow Education System in Bangladesh

UNESCO Dhaka launched the Bangla version of Confronting Shadow Education System: What Government Policies for Private Tutoring reveals on August 11th 2011 at the auditorium of National Academy for Education Management (NAEM) Dhaka. Mark Bray, author of the book and Former Director of IIEP, UNESCO HQ presented the salient features of the book and expected that it would help bolster national understanding and inspire collective efforts to address the issue. That is what makes it particularly relevant for Bangladesh and hence UNESCO Dhaka’s initiative to translate it into Bangla.

In Bangladesh, people in general are critical of private tutoring and think this phenomenon is characteristic only of poor countries’ education system. According to this publication, it is not true - an increasingly large number of students resort to private tutoring even in some of the world’s most developed countries. In fact countries such as France are encouraging private tutoring by offering tax rebate on the money parents expend for the purpose. But more significantly there is a clear shift in the way private tutoring is being viewed over the last several decades. The book offers a global perspective on the issue providing insights into the evolution of private tutoring in different parts of the globe, its merits and shortcoming and how different countries are addressing the issue. The book can be very useful for policymakers and education planners who are looking for ways to tackle the private tutoring phenomenon, which the author quite appropriately terms as ‘shadow education system’.

At the launching ceremony, Education Minister pointed out that eliminating private tutoring overnight is not feasible especially when the mainstream education system fails to provide quality education. He also stressed on the need of, raising public awareness before any attempt to regulate or contain private tutoring is undertaken.


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Researchers’ Forum

In order to enhance the visibility of education research and researchers to the policymakers, teachers, educationist, development & NGO partners, and civil society members UNESCO Dhaka signed an MOU in 2002 with Bangladesh Forum for Education Development (BAFED). As per the MOU BAFED has organized each year two researchers’ forums with financial and technical support from UNESCO Dhaka, BAFED also published one issue of Bangladesh Educational Journal (BEJ) for each forum conference. In addition BAFED publishes two Bangla version of BEJ each year for the interested Bangla speaking readers. BEJ is disseminated within the country and relevant international institution/ organizations including UNESCO HQ, regional and Field Offices.

The forum is making a provision for the young researchers to publish their work through sharing in a BAFED conference. This process is encouraging the young researchers to come up with their research

work while this kind of initiative is very limited in the country. It builds the capacity as well as confidence of the young researchers. The research papers are mainly considered on education particularly on non-formal education, literacy, ECCE, inclusive education, teachers training, curriculum etc for policy support to the government.

2Culture

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UNESCO is the only agency in the United Nations system with a mandate in the field of culture. Activities are focused mainly on ensuring best practices in the management of intangible and tangible heritage. In accordance with its constitution, UNESCO protects and promotes cultural diversity in all its forms, including heritage, contemporary expressions, creative activities and cultural dialogue. The activities supported and implemented in Bangladesh relate not only to the field of culture, but also the role that culture should play in the area of development.

WORKSHOP ON REPORTING WORLD HERITAGE SITES UNESCO has the mandate to preserve the heritage sites all over the world. UNESCO Dhaka is also engaged in efforts to preserve the heritage sites, specially the three World Heritage Sites. In line with requirements set by the World Heritage authority each country is supposed to report the state of the heritage site to the World Heritage Committee. However, lack of expertise in this area has resulted in inadequate reporting as well as devastation of the sites.

To address this situation, UNESCO Dhaka in collaboration with World Heritage Centre (WHC), the Department of Archaeology and Department of Forests organized a technical workshop in the Department of Archaeology from 9 to 11 November, 2010. Following the National workshop another sub regional workshop was held at Nepal from 28-29 April, 2011 in Kathmandu, in collaboration with UNESCO Nepal, Department of Archaeology and Department of National Parks and Wildlife conservation, Nepal. The objective of the workshop was to promote the sub-regional co-operation among the site managers for the sustainable management of cultural heritage sites.

National workshop: The national workshop was held at the Department of Archaeology in Dhaka and gathered 15 participants from Department of Forest and Department of Archaeology to train them and strengthen the capacity of the site managers for the periodic reporting of the World Heritage Sites. The workshop allowed for site managers to discuss pressing management issues which were stimulated in the presentations of the World Heritage Experts to mobilize the active participation of the State party at national level. The managers learned how to report on the cultural significance of the heritage sites. Although Paharpur and Bagerhat are declared as World Heritage Sites it is of concern that there are no

CULTURE


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site management plans for these two sites. UNESCO Dhaka is working with Department of Archaeology to develop the site management plan for the World Heritage sites of Bangladesh. In addition to that there is no defined buffer zone and updated map of the heritage sites. Therefore it is essential to define the buffer zone including an updated map of the sites. In regards of the Sundarbans, UNESCO Dhaka will also work with Department of Forests for the sustainable management of this unique natural heritage.

Sub-regional workshop: The purpose of the workshop was to present and explain to the focal points and the site managers about the periodic reporting process as well as to jointly review the responses prepared by each State Party to the questionnaires. Besides, the issue of developing maps of each property in order for preparing the requested cartographic information for Retrospective Inventory also came up for discussion.

Five participants - three site managers from Department of Archaeology and two site managers from the Department of Forest which is the custodian of the Sundarbans natural heritage – took part in the workshop jointly funded by UNESCO Dhaka and World Heritage Centre.

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As a follow up of the Workshop, the Department of Archaeology and the Department of Forest will submit the updated map of the World Heritage Sites (Paharpur, Bagerhat and Sundarbans) to the World Heritage Centre.

TRAINING AND CAPACITY BUILDING ON CONSERVATION UNESCO Dhaka in collaboration with Department of Archaeology organized training on the conservation of the cultural heritage sites of Bangladesh. About 20 participants from different stakeholders including site mangers, academics and other relevant professionals from National Museum, Bangladesh Parjatan Corporation, Bangladesh University of Engineering and Technology (BUET), Jahangirnagar University, Khulna University, Rajshahi University, Chittagong University of Engineering and Technology (CUET) took part in the training held from November 30th to December 6th, 2011 at the Department of Archaeology.

Mr. Sharif Shams Imon, Assistant Professor and Director, Heritage Studies Centre at IFT, Institute of Tourism Studies, Colina De Mong-Ha, MACAO, China, was the principal resource person of the workshop. The training focused on three major issues of heritage management: principles of conservation, management needs and tourism development.

Bangladesh’s cultural heritage is very rich. It is testimony to many centuries of religious, economic and social movements in this part of the South Asian sub-continent. It is being flagged by the government as a unique inheritance which both legitimizes the state and the people who had inhabited the area since early historic times and who constructed the cultures of successive historic periods from Hindu, Buddhist through Islamic, Mughal, colonial and post-colonial eras.

There are two cultural (Paharpur and Bagerhat) and one natural (the Sundarbans) world heritage sites in Bangladesh. These sites are currently under threat by natural and other factors. The absence of a national policy, specially a clear-cut management plan to conserve the heritage sites, has already led to irreversible damage of the sites. It is fundamental that management capacity of the relevant institutions is bolstered to arrest various forms of destruction and undertake scientific conservation of these sites.

To address the urgent need for the conservation of these heritage sites, the project is initiated by UNESCO Dhaka to develop national policy for the management of cultural heritage sites in Bangladesh. The first round of training was meant to develop the capacity of local staff from the Department of Archaeology and other related professionals so that they acquire a good grasp of the theoretical concept


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and management of heritage sites including World Heritage Sites. The next phase of the project would focus on technical conservation with major focus on Paharpur and Bagerhat World Heritage site.

THE BAUL SONG PUBLICATIONSThe year 2011 saw a number of significant publications by UNESCO Dhaka. The Baul songs related publication is basically a set of two books and a CD. The books are titled “A Collection of Baul Songs” and “Notation of Baul Songs” with the first carrying 500 songs and the second one notation of 150 songs. The accompanying CD has rendition of young Baul singers. They were launched on March 2nd 2011 in Dhaka.

Baul songs represent an important contribution to the cultural diversity of humanity and are a glorious part of Bengali culture. Their artistic, historical and anthropological value, especially their importance for the cultural identity and sense of continuity of the custodian communities, received international recognition when UNESCO declared Baul songs an Intangible Cultural Heritage of Humanity. This publication represents UNESCO’s endeavour to safeguard one of Bangladesh’s most precious cultural heritages.

Again, the publication will be an excellent resource for policymakers, professionals and the people in general for consideration of appropriate measures for safeguarding of this intangible heritage as an integral living component of the cultural identity of Bangladesh.

The Bauls are mystic minstrels living in rural Bangladesh and West Bengal, India. Their music and way of life has influenced, and continues to influence, a large segment of Bengali culture. The traditional songs are transmitted through a master-disciple cycle and to date, no sustained effort has been initiated to collect and notate this intangible heritage of Bangladesh to help contribute to its transmission and safeguarding.

The publications were part of a UNESCO project named “Action plan for the safeguarding of Baul Songs” and UNESCO collaborated with Bangladesh Shilpakala Academy in implementing it. The project was funded through the UNESCO/Japanese Funds-in-Trust. The launching ceremony was graced by Abul Kalam Azad, Minister, Ministry of Cultural Affairs as chief guest, Promode Mankin, State Minister of the same ministry, and Hiroshi Omura, First Secretary, Head, Information and Cultural Division, Embassy of Japan as special guests.

3Social andHuman Sciences

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The mission of the social and human sciences sector is to advance knowledge, standards and intellectual cooperation in order to facilitate social transformation conducive to universal values of justice, freedom, and human dignity. Activities of social and human science 2010 and 2011 were –

FORMATION OF BANGLADESH BIOETHICS SOCIETYThe unprecedented advancement in science and technology has not been accompanied by strong moral and ethical values. Rather we are living through a time when material gains take precedence over righteousness. Unethical use of technology and science is rampant as evidenced in every sphere of society. It is this consciousness that inspired UNESCO promote ethical and moral education through its Social Science Programme.

In Bangladesh UNESCO took initiative to support the constitution of the first ever Bioethics Society in Bangladesh to create awareness and promote teaching and research on bioethics. UNESCO Dhaka in partnership with the Regional Unit for Social and Human Science in Asia and Pacific at UNESCO Bangkok, supported constitution of the Bangladesh Bioethics Society (BBS) in 2009.

Over the last couple of years BBS has organized a number of seminars and workshops to familiarize the idea of bioethics and encourage development of research about bioethics issues in Bangladesh.

BBS conducted two workshops, one international and another at the national level. BBS in partnership with UNESCO Dhaka and UNESCO Bangkok organized the international conference titled “Progressing Bioethics in Bangladesh for the Future” on 15-16 March 2010 at University Gants Commission Bangladesh. BBS also conducted a course on Ethical and Regulatory Aspects of Clinical Research in collaboration with Department of Bioethics, National Institute of Health (NIH), USA from September 22 to November 3, 2010 for medical doctors. The 7-week course was conducted through video conferencing at NIPSOM (National institute of Preventive and Social Medicine), Dhaka.

SOCIAL AND HUMANSCIENCES


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YEAR OF CHEMISTRY CELEBRATION The celebration to commemorate 2011 as the International Year of Chemistry took place at the University of Dhaka on February 14, 2011. Officials, members of the media, students and faculty participated in the launching ceremony, followed by an enthusiastic rally of young students and chemists. The excitement was evident not only amongst students within the chemistry discipline, but in other faculties as well. The key slogan of 2011 was: “Chemistry: our life our future” was splashed across posters and signs along with other positive messages, such as “Know Chemistry for Yourself” and “I Love IYC 2011”.

To celebrate the art and science of chemistry throughout 2011 UNESCO was declared as the leading UN agency, in partnership with the International Union of Pure and Applied Chemistry (IUPAC).

The Chief Guest, Mr. Nurul Islam Nahid, MP, Honorable Minister, Ministry of Education, formally opened the event. He said that the attraction of science education amongst students is reducing, yet this kind of initiative is optimistic to help improve the situation. It was indeed off to a positive start. An estimated 1,200 students were in attendance, which was several hundred more than anticipated.

“IUPAC and UNESCO strongly believe that it is time to celebrate the achievements of chemistry and its contributions to the well-being of humankind.” said Derek Elias, Head and Representative of UNESCO Dhaka in the celebration program.

Dr. Iqbal Rouf Mamun, Associate Professor at the University of Dhaka said, Without UNESCO, we could not have declared 2011 as International Year of Chemistry. So this is a big part and big role of UNESCO.”

The United Nations General Assembly declared 2011 as the International Year of Chemistry at the 63rd meeting in December 2008 with UNESCO as the leading UN agency with IUPAC as a partner. The Bangladesh Chemical Society, an adhering organization of IUPAC, has formed a strong organizing committee with representatives from different institutions for celebrating IYC 2011 in Bangladesh.

The year 2011 also celebrates the centennial of Madame Marie Curie’s receipt of the Nobel Prize for chemistry, in recognition of her work in radioactivity. Madame Curie is one of the first female scientists to achieve worldwide fame, during a time in which women were discouraged from work and scholarship. In a field where it is traditionally dominated by men, the Chemistry Department at Dhaka University is gaining a visible female minority. In 2011, the programme admitted approximately 42 percent women and 25 percent of the faculty is female. The Head of Department, Dr. Nishat Ahmed Pasha, is also a part of the growing female minority. Other concerns felt by students and faculty members is the lack of importance placed on science education, when faced in comparison to other fields of science.

4Communicationand Information

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Amongst all UN organizations, UNESCO has the unique mandate to promote freedom of expression and universal access to information. In Bangladesh, UNESCO’s Communication and Information (CI) Unit has focused on three broad areas: media capacity building, establishing media-friendly laws, and facilitating equitable access to information and knowledge. Initiated in 2006, the UNESCO Dhaka CI Unit has since played a significant role in developing a free, independent and pluralistic media environment.

COMMUNITY RADIO ON AIRIn 2011 UNESCO Dhaka Office supported country's first community radio “Lokobetar” began transmission in the district town of Barguna to build public opinion on development issues like democracy, good governance, human rights, anti-corruption, health and women empowerment.

Mass-Line Media Centre (MMC), a development organization, with financial and technical support from UNESCO, set up the radio station, which has been on trial since May 27 and started full-fledged

transmission by June. MMC officials operating the radio while local community people staring in the programmes. Tarek Mahmud, acting head of Lokobetar, said the radio now broadcasts programmes for an hour daily, which would be increased gradually. Musical programmes are being transmitted with some social messages on issues such as public health, education, women oppression, child marriage, and dowry. Weather and agriculture news are also on the list. In 1998

COMMUNICATION ANDINFORMATION


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MMC applied to the information ministry asking for license for community radio. The government provided 14 licenses in April 2010. About 17 kilometers circle of Barguna town will get the FM 99.2 radio frequency of Lokobetar while 1.2 million people have been targeted. The programme can be listened on radio set or mobile handset in future.

UNESCO Dhaka office initially provided two community radio stations. The Centre for Communication and Development (CCD), a Rajshahi-based media organisation, is operating the other radio station from Rajshahi.

DIGITAL MEDIA DATABASE ON THE WEB

UNESCO Dhaka office has developed a “Digital Media Directory of Bangladeshi Journalists”, which is the first ever digital media data base for the journalist community and media professionals. This directory is linked with the UNESCO Dhaka office’s homepage and accessible to any journalists around the country.

This unique website has increased people’s access to information and users easily can find a media contact details or journalist easily. Through this website users can inform the media about their grievances and complaints and this effortlessness is expected to encourage more and more people to access media to express their opinions.

Who can use this database? -Media professionals, GOV., DONOR, INGO, NGO and other welfare organizations and business corporations, Journalists themselves Journalism students and other stakeholders that work with or for media will be benefited from this database. Even whistle blowers, who plays critical role to expose gross corruptions to establish accountability, would find their work easier with this database.

It will help the media itself as well as the journalists by facilitating better communication among them. They will be able to reach any of their colleagues in a different media or region. It will also facilitate the government to use the media more effectively to communicate with the people and disseminate

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information to them. Government institutions at different levels could target different levels of the media in accordance with their expertise to send information to people. It would make significant contributions to public awareness raising activities.

Besides, the database will increase the accuracy and quality of the news by reducing the steps between the source and the publisher. People could directly contact with their intended media or journalist and express their views. If there is one or more steps between the source and publisher news are distorted in every step. So, direct communication will reduce distortion and improve the authenticity of the news.

THE STATE OF JOURNALISM EDUCATION Another activity in the CI sector involved publishing a study report on the state of journalism education in Bangladesh which UNESCO commissioned the study to the Bangladesh Centre for Development, Journalism and Communication (BCDJC) in 2009. The project was undertaken as a part of UNESCO's efforts to build capacities of journalists and journalism schools. The study mapped the existing situation of journalism education in Bangladesh, including its quality, effectiveness, relevance of the curriculum, ability to meet market demands, etc. The modality of the study was developed on the basis of two UNESCO publications: “Model Curricula for Journalism Education” and “Criteria for Quality Journalism Training Institutes”. The study identified a number of deficiencies, including resource constraints, lack of competent faculties of journalism education providers, as well as curricula that need to be critically reviewed to find out if they are still relevant; and more significantly, if the curricula could produce graduates able to meet the market demand. This report is indeed a very useful document for Journalist community, media institutes, media organizations as well as for potential journalism students.

UNESCO BANGLADESH JOURNALISM AWARDSUNESCO is the only UN agency with a mission to promote freedom of expression and press freedom. UNESCO specifically advocates for “free exchanges of ideas and knowledge” and “free flow of ideas by word and

image”. Every year UNESCO celebrates World Press Freedom Day on 3 May to promote freedom of expression and freedom of the press all over the world. In Bangladesh, UNESCO marks the day by honouring journalists for their professional excellence and courageous work.

The UNESCO Bangladesh Journalism Award for investigative reporting was introduced in 2008. The objective is to encourage investigative journalism and to enhance the professional skills of journalists in general. In


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2010, UNESCCO celebrated the event with Bangladesh National Commission for UNESCO (BNCU); Mr. Nazrana Chowdhury received the award for the best investigative report of 2009 for “Mistakes in Text Books” which was telecasted on NTV, and honorary award were handed over to Mr. Ershad Komol & Mr. Emran Hossain, journalists of The Star of The Daily Star, Mr. Altab Hossain of The Jai Jai Din.

In 2011 UNESCO Bangladesh journalism Award teamed up with the Centre for Development, Journalism and Communication, and the Canadian High Commission in Bangladesh. In 2011 nine journalists from leading print and electronic media have received the Awards, the first two winners of the ‘UNESCO Bangladesh Journalism Award 2011’ were Mizan Chowdhury, Senior Reporter at the daily, Janakantha; and Mashudul Haque, Special Correspondent at ATN News and they were awarded with prize money while seven other awardees’ received Jury’s appreciation award for their remarkable contribution in the arena of investigative reporting. From Print media Toufiq Maruf, Senior Reporter of The Daily Kaler Kantho; Wakil Ahmed Hiron, Staff Reporter of The Daily Samakal; Yasmin Reema, Comilla District Correspondent of Shaptahik 2000, and from Broadcast media Borhanul Haq Shamrat, Special Correspondent of ATN News; Shahnaj Munni, Additional Chief Reporter of ATN Bangla, Keramat Ullah Biplob, Special Correspondent of ATN Bangla and Sultana Rahman, Special Correspondent, Machranga Television have received the Jury’s appreciation award. Information and Cultural Affairs Minister, Abul Kalam Azad, was present as Chief Guest and addressed the importance of investigative journalism and the significance of the role the media plays in the creation of public awareness.

UNESCO Bangladesh Journalism Award is meant to recognise the courageous role the journalists play and the sacrifice they make to serve their audiences, and through this Award Programme each year UNESCO inspires and honors excellence of journalism in Bangladesh.

GUIDEBOOK ON COVERING DISASTER The Bangladeshi media’s coverage of disasters needs overhauling. The antiquated notion of seeing disasters as “events” continues to dominate both the print and electronic media. The press springs onto its feet only after a disaster strikes, and then goes by the same old formula of narrating casualty, providing imaginary accounts of property and crops destroyed, and finally blaming the administration for their apparent apathy to people’s suffering. But over the last couple of decades or so, the whole concept of disaster management has undergone fundamental change – the focus has shifted from

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rescue and relief operations to risk reduction efforts. And along with it the media coverage of disasters has also witnessed a paradigm shift – from providing death toll and describing relief initiatives to educating people about how disaster risks can be kept minimum as well as informing effective policymaking. However the Bangladeshi media is yet to experience this shift. It is this realization that prompted UNESCO Dhaka to undertake an activity to develop a guidebook on effective disaster reporting.

So, what exactly the media is supposed to cover with relation to disasters? The guidebook aims to answer that question. While the media needs to cover post-disaster fallouts it also has an equally important role in the pre-disaster period. It needs to identify the natural and man-made hazards, educate communities and alert policymakers so the hazards don’t result in disasters. The guidebook titled Durjoger Mukhomukhi written in Bangla delineates the new approach and its underlying principles. For

instance, reporting landslides that typically occur in the hilly areas of the country often resulting in high death tolls is certainly necessary but not enough. The media should report illegal cutting of hills which is widely believed to be a prime cause of landslides as well as what the administration is doing about it, if anything, at all. In this way the guidebook comes up with specific suggestions with regard to issues the media need to cover.

The media needs to expand its remit substantially. The guidebook published in December 2011 suggests specific roles of the media in three different phases - pre-, during- and post-disaster stages. For instance, instead of portraying communities as victims of disasters the media should perceive them as active partners in the disaster management initiative. The guidebook lists all the major disasters and suggests all the different aspects of each kind of disaster, say cyclone or earthquake, which the media can cover. Towards the end the relevant technical and scientific terms have been explained and it will help plug in the knowledge gap and clarify certain misconceptions that we often come across in the disaster related reports. Finally a list of useful websites is added that reporters may consult.

Conventional disaster reporting as it is practiced in the Bangladeshi media is faulty of misplaced focus. The focus should be on reducing risk of disaster through educating people and enhancing communities’ ability to better protect themselves at the face of disasters. Durjoger Mukhomukhi shows precisely how that readjustment in focus can be achieved.

JOURNALIST TRAINED ON DISASTER COVERAGEThe Bangladeshi media are sparsely skilled when it comes to reporting disasters. They are unaware of the shift in the focus of disaster reports, from highlighting human misery and relief operations, to reducing risks. While the government and donor communities are funding initiatives to train


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threatened communities on how they may reduce risks of hazards, the media are not yet equipped to take a cue from it. Media that recognises the importance of risk reduction, as well as the skills to engage both the public and the government can clearly make a big difference. With this objective, UNESCO Dhaka initiated the capacity building project.

Under the scheme, a study was carried out in 2009 in partnership with the Management and Resources Development Initiative. A clear picture of the media’s capacity for

covering disasters emerged through the study. Training materials and modules will be developed based on the study’s findings. The assessments were made based on careful scrutiny of disaster news reports published in six major newspapers and aired on four television channels, as well as on a series of focus group discussions and interviews of disaster victims and other key informant.

STAFF LIST AS OF DECEMBER 2011

NAME DESIGNATION

Mr. Kiichi Oyasu Officer-in-Charge

Ms Mahfuza Rahman Project Officer – Education

Mr. Borhan Uddin Project Officer - Education

Ms. Shereen Akther Project Officer – Education

Ms. Nyma Nargis Project Officer – Communication & Information

Ms. Shahida Khanom Project Officer – Culture

Mr. Mohammed Jakir Hossain Senior Finance and Administrative Assistant

Mr. Sadeque Ahmed Secretary to Director

Mr. Rajib Kanti Biswas Project Assistant

Ms. Rafia Haque Admin. Secretary

Mr. Mohammad Nurul Alam Finance Assistant

Mr. Mohammad Shazadul Karim IT Assistant

Ms. Shalina Akther Receptionist

Mr. Ratan Behari Dey Driver

Mr. Md Rony Siddiky Driver

Mr. Polash Chandra Sarker Messenger

UNESCO Dhaka OfficeHouse # 122, Road # 1Block # F, BananiDhaka 1213, BangladeshPhone: +880-2-9862073, 9873210Fax: +880-2-9871150E-mail: [email protected]: www.unesco.org/dhaka

mailto:[email protected]

http://www.unesco.org/dhaka

Documents

Dhaka biennium report, 2010-2011; 2013 - UNESCOunesdoc.unesco.org/images/0022/002219/221941e.pdfThe mission of the UNESCO education sector is to Provide international leadership for