Articles on Education of Bangladesh

Private university now occupies a significant space in the sphere of higher education in Bangladesh upholding a reality. over the years these institutions moved from being a filler in the vacuum created by dearth of seats in public universities. Still 'private university education' is frowned upon. Dr. Nurul Islam, VC, Eastern University says, ‘there is no education as private education, no invidious distinction per se between private and public university education. Some people say private university students are self-centred, have no social commitment or higher motivation outside their worldly wise pursuit of knowledge. This is not correct. They have their own sense of social responsibilities.People pay taxes and from their money the government subsidies the education of students of public universities .But an overwhelming number of students now study in private universities who as the same tax payers children -also deserve an equal share of government's education grants, subsidies, scholarships and other facilities. They get neither of them. Dr. Carmen Z Lamana, the Vice-Chancellor of AIUB comments on the private university thus, “We have to update our draft curriculum to UGC for approval. It takes five to six months to get them approach thanks to all the bureaucratic tangles  and red-tapeism. So by the time a curriculum is approved, another updating in quick succession becomes necessary. Such a booming sector cannot be left ignored and unattended.” Some two lakh students are currently studying in the private universities of Bangladesh. Some foreign students are also enrolled here.

SHEIKH MOHAMMAD ALI

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Findings
This chapter presents the findings of this study, in relation to the key themes developed from the data, which illustrate and explain four head teachers’ perceptions and practices in regard to leadership in their schools. The main themes developed from the interviews are: concepts of leadership; styles of leadership; training for leadership; developing a vision for schools; the head teacher’s relationships with: the assistant head teacher, the teachers, the students, the parents and community; the bureaucracy; and the School Managing Committee, and political influence in schools. The participants were also asked to speak about the dream they have for their schools.  The research questions, ideas and opinions of the head teachers are organised into these themes.

We are now faced with such kind of students who is growing up with the Internet age, compared with students in the traditional sense; their vision is broader and more extensive access to information. Schools, teachers are no longer their only source of information and sources of influence. As a new generation of young people, they are no longer blind obedience to the authority of teachers and parents only rather they are assertive and independent learners which pose a serious challenge for the present day teachers. In this perspective, imparting moral education to the present day learners gains ground.

SHEIKH MOHAMMAD ALI

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Methods
The term ‘data’ means the information researchers collect from the place they are studying. These form the basis for analysis. Data include the materials which are actively recorded by the person doing the study (Bogdan & Biklen, 1998). In my study I used semi- structured interviews, and a focus group discussion to gain my data.  

Interview
Interviews are the most common form of data collection in qualitative research (Lichtman, 2010). Interviews are the most effective tool for my data collection process as my goal was to learn what my interviewees thought, believed and felt about school leadership and their roles as head teachers.