SMS and email based public exam results
Online students registration for SSC/HS C students
E-books of all public school books made available
online
Online student admission by some colleges under National University
SMS based registration for university admission test at Shahjalal University,
and SMS based dissemination of exam results
ICT enabled innovative class room project in collaboration with Microsoft
Internal
automation
Development of Self-Learning Multimedia Teachers’ Training Materials
(SLMTTM), or multimedia content to help teachers deliver lessons.
Informative and interactive websites of all the entities under Ministry of Education.
Education GIS – map based software to show density of academic institutions in various regions
Provision of internet connectivity to 1200 schools by Bangladesh Computer Council
Establishment of computer labs and multi
An analysis of the ICT in education sector reveals the following gaps which require attention from both the
government and donors:
Governments, including the present
one, have so far focused disproportionately on ICT literacy, i.e. training 'about' computers, as opposed
to ICT-based learning, or training 'using' computers. Optimal use of ICT in the education sector should
constitute the use ICT tools and content for facilitating the teaching and learning of difficult-toteach-
and-learn subjects like math or science. Donors can play a role in catalyzing a shift in paradigm
and bringing national focus on ICT-based learning.
Although multimedia capacity has been
developed in some TTIs across Bangladesh, they are mostly focused on training "computer teachers".
For use of ICT-based learning in all disciplines, all teachers need to be trained in the use of ICTs in
the classroom. Capacity of these TTIs also needs to be improved, both in terms of ICT infrastructure
as well as improvement of the trainers themselves.
There is a terrible shortage of multimedia and other
ICT content for teaching and learning in the classroom and beyond. The government can develop its
own content for primary and secondary schools, as well as undertake PPP partnerships with NGOs and
the private sector for development of various kinds of educational content.
MoEdu has allocated a disproportionate
amount of resources to primary schools for development of ICT infrastructure. Developing
infrastructure in the numerous primary institutions is not only resource consuming, but also should
receive less priority compared to tertiary institutions where a multimedia-enabled classroom
environment is all the more crucial. Particularly neglected have been the numerous colleges under
National University, which provides tertiary education to more than 70% of the total volume of
students each year.
Too much focus on ICT literacy versus ICT-based learning:
Teacher's training institutes are not ICT enabled:
Lack of ICT-based (e.g. multimedia) content:
ICT infrastructure development for tertiary education
Scaling up of good practices in citizen services: There have been quite a few ICT-based citizen
services in the education area, such as the online application system of Shahjalal University. Such
good case practices need to be replicated to other similar institutions under the sponsorship and
initiative of the government. There might also be scope for the government to bring in private
entities under PPP arrangements in order to provide these services.
Online students registration for SSC/HS C students
E-books of all public school books made available
Online student admission by some colleges under National University
SMS based registration for university admission test at Shahjalal University,
and SMS based dissemination of exam results
ICT enabled innovative class room project in collaboration with Microsoft
Internal
automation
Development of Self-Learning Multimedia Teachers’ Training Materials
(SLMTTM), or multimedia content to help teachers deliver lessons.
Informative and interactive websites of all the entities under Ministry of Education.
Education GIS – map based software to show density of academic institutions in various regions
Provision of internet connectivity to 1200 schools by Bangladesh Computer Council
Establishment of computer labs and multi
An analysis of the ICT in education sector reveals the following gaps which require attention from both the
government and donors:
Governments, including the present
one, have so far focused disproportionately on ICT literacy, i.e. training 'about' computers, as opposed
to ICT-based learning, or training 'using' computers. Optimal use of ICT in the education sector should
constitute the use ICT tools and content for facilitating the teaching and learning of difficult-toteach-
and-learn subjects like math or science. Donors can play a role in catalyzing a shift in paradigm
and bringing national focus on ICT-based learning.
Although multimedia capacity has been
developed in some TTIs across Bangladesh, they are mostly focused on training "computer teachers".
For use of ICT-based learning in all disciplines, all teachers need to be trained in the use of ICTs in
the classroom. Capacity of these TTIs also needs to be improved, both in terms of ICT infrastructure
as well as improvement of the trainers themselves.
There is a terrible shortage of multimedia and other
ICT content for teaching and learning in the classroom and beyond. The government can develop its
own content for primary and secondary schools, as well as undertake PPP partnerships with NGOs and
the private sector for development of various kinds of educational content.
MoEdu has allocated a disproportionate
amount of resources to primary schools for development of ICT infrastructure. Developing
infrastructure in the numerous primary institutions is not only resource consuming, but also should
receive less priority compared to tertiary institutions where a multimedia-enabled classroom
environment is all the more crucial. Particularly neglected have been the numerous colleges under
National University, which provides tertiary education to more than 70% of the total volume of
students each year.
Too much focus on ICT literacy versus ICT-based learning:
Teacher's training institutes are not ICT enabled:
Lack of ICT-based (e.g. multimedia) content:
ICT infrastructure development for tertiary education
Scaling up of good practices in citizen services: There have been quite a few ICT-based citizen
services in the education area, such as the online application system of Shahjalal University. Such
good case practices need to be replicated to other similar institutions under the sponsorship and
initiative of the government. There might also be scope for the government to bring in private
entities under PPP arrangements in order to provide these services.
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