A geography teacher from Perth Grammar School found it inspiring to see 200 children in Bangladesh fully engaged in learning, without behavioral issues, and aware of education's benefits. The document then provides facts about Bangladesh's education system, including its large size, goals of increasing secondary and tertiary enrollment, and challenges of improving quality, decentralization, and equity. It outlines benefits of partnerships for students, teachers, and communities in gaining global perspectives and sharing best practices.

1. “It was remarkable to see 200 children who all
wanted to learn, sitting in front of one teacher
without there being any behaviour issues. It was
inspiring to see children with a real delight in
being in a place where they can learn and who
seem to be fully aware of the real benefits that
come from education”.
Geography Teacher, Perth Grammar School
Working with schools in
Bangladesh

2. Bangladesh
Facts about Bangladesh
 Bangladesh has a population of around 160 million people and is one of the most
densely populated countries in the world.
 About one third of the population are below 14 years of age and there are about 17
million children of primary and a further 17 million of secondary school age
 The majority of children of primary school age are enrolled in school but only about half
of secondary school age children enroll. Dropout at both levels is high. A much smaller
percentage (approx. 10% of the age cohort) go on to study at higher/tertiary level.
 Compulsory Primary Education Act passed in 1990 leading to enrolment at primary level
of over 100% in 18,000 primary schools by 1997
 Gender equality reached at primary and secondary level by the early 2000s – supported
by the flagship ‘Female Stipend Programme’
 A growing tertiary sector with expansion of provision in both public and private sectors
 The first National Education Policy approved by the Government in May 2010
 Significant Contribution of NGOs, particularly in relation to access

3. Bangladesh
Education system in Bangladesh
 One of the largest education systems in the world with over 35 million children of
primary and secondary school age
 Nearly 100% of children studying at the primary level, about 50% at secondary and
10% at tertiary
 Four main tiers of education: pre-primary, primary, secondary and higher/tertiary
 Formal education mainly delivered through three streams: general government,
technical and vocational and madrasha
 Growing private provision, though mainly in urban areas
 Non-formal education delivered through over 500 NGOs to 10% of the age cohort
 Strong political support for education with a growing budget in cash terms though low
as a proportion of GDP compared to other countries in the region
 Highly centralized system with little decentralization of budgets and decision making

4. Bangladesh
Education Challenges
 Improving the quality of education delivered – more accessible curriculum and
textbooks together with more effective teachers and teacher management
 Greater decentralisation with more decision making at lower levels
 Unifying the different streams of education – government, madrasha and private –
through agreeing a basic curriculum entitlement
 Meeting equity targets including targets for female teachers and improving girls’
performance as well as enrolment rates
 Upgrading the status of higher education to meet with international standards

5. Bangladesh
Why partner with Bangladesh? What are the
benefits for pupils?
 A real life global context for the whole curriculum .
 Learning is real, relevant and exciting, and builds motivation and self-confidence.
 Understanding Bangladeshi and South Asian culture, society and education
 Helping students understanding their rights and responsibilities as global citizens.
 Preparing students for work in a global economy and building a fairer, more
sustainable world.
 Motivation to build trust between communities in Bangladesh and the UK.

6. Bangladesh
What are the benefits for teachers and educators?
 A chance to improve teaching skills and the curriculum by sharing best practice
 Opportunities to visit your partner school in Bangladesh with the British Council.
 A greater understanding of other countries, their cultures and their education
systems.
 Recognition for your school through the British Council's International School
Award.
 Resources to help you explore social, environmental, and cultural themes.
 Access to online British Council run professional development courses.
 A way to engage your local community and connect with other local schools.

7. Bangladesh
How can the British Council help you partner with
Bangladesh?
We can support you in:
 Finding a partner – or school ‘cluster’ partner - and helping you apply
 Funding your partnership
 Managing your visit safely – e.g. help with local travel and accommodation.
 Advice and support every step of the way

8. Bangladesh
Which areas of Bangladesh can you visit?
 British Council manages regular UK school partner visits to host schools in line with
FCO travel advice, across the country
 British Council Bangladesh also works with the Ministry of Education and the local
District Education Officers to make visits successful

9. Bangladesh
Next steps
 Register on the British Council Schools Online site
http://schoolsonline.britishcouncil.org/
 British Council will suggest potential school partners in Bangladesh and connect you
 Develop a joint application for a Connecting Classrooms partnership grant
 Deadlines each term so apply when you and your partner school are ready
 For more info, please email schools@britishcouncil.org or
ashiqur.rahman@bd.britishcouncil.org
 Apply before 28 June 2013

10. Bangladesh
Feedback from participants who have worked with Bangladesh
 “Connecting Classrooms has been just fantastic. It would be a great shame if projects
like this were lost. It has enhanced our curriculum, motivated the learning of the pupils
and helped us to focus on the international dimension in the school.” Headteacher at
Greenmount Primary School
 “Students have really enjoyed taking part and many have improved their attitude
towards Citizenship as a specific subject…This project has really complimented part of
our GCSE course…It is now something we will encourage younger years to get
involved in.” Teacher from Isle of Wight
 “This project has had a significant input to the Geography curriculum in our schools. We
feel greater equipped with real and relevant resources to assist delivery” Teacher from
Swansea

11. Bangladesh
Contact us
schools@britishcouncil.org
www.britishcouncil.org/schoolsonline
www.britishcouncil.org/isa
www.britishcouncil.org/connectingclassrooms
http://schoolsonline.britishcouncil.org/linking-programmes-
worldwide/connecting-classrooms/spotlight/Bangladesh