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Tags: Distance | education | Planning | Strategic TAMANNA KALIM
Distance Education in the Age of Teleinformatics
Teleinformatics technology favors a system of distance education that can no longer be simply an addition to traditional education systems, instead it must become a new method of knowledge transmission that is accessible to all (Rossman, 1992). The rapid speed at which this new technology is developing and the adoption of new pedagogical strategies suitable for use with this technology requires predicative and proactive planning (Henri & Kaye, 1985), whether or not one believes in technological determinism and strategic planning. A clear vision of the potential of this network is important for the implementation of an effective distance education leadership (Knox, 1993; Murgatroyd & Woudstra, 1990). To meet the ever-changing and varied needs of the customers, an organization is required that can react to internal and external changes, while maintaining the integrity of the institution's mission. This requirement also implies a respect for the values and experiences of all the stakeholders, professors, administrators, students and other people directly involved or interested in education. This extension of institutional practice, therefore, covers course and service quality, as well as the learning results.
This assignment deals with strategic planning of distance education. In this context, research of excellence and efficiency demands, not only an inclusive institutional leadership, but also strategic and proactive planning. In the general framework of strategic planning, this assignment presenting a model adapted to the characteristics and features of distance education. This model is based on those currently in use in education. This assignment describes the different steps of the process, including the demands and the difficulties of development and implementation of strategic planning.
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Tags: Bangladesh education | Early childhood learning | ECD Bangladesh | Kajoli model SAIFUZZAMAN RANA
The Kajoli Early Childhood Learning Model is a pre-school model innovated through action research. One of the earliest decisions of RIB was to support an action research project on educational needs of the economically under privileged community. The action research began on 1 January 2003 in Kajoli, a village located in the Sreepur thana of Magura district in the south west of Bangladesh. The main objective of the project was to develop an early childhood learning model specifically for children from the under privileged communities in Bangladesh. By April 2008 this model has been adopted in 135 centers (villages) in 26 districts in Bangladesh. This was possible because RIB solicited interest from individual volunteers to actively involve the community in setting up a learning centre and sustaining it. The volunteer was to be seen as an Agroni or champion. An advertisement in the media has led to numerous applications. RIB is still being inundated by applications from prospective Agronis to help give necessary technical assistance like training, advice and logistic support to help open more centers in disadvantaged communities all over the country.  There are two key words in the title. One is ‘empowering’ and the other is ‘marginalized’. What do these terms mean in practice.? Empowering implies agency. For example A is a boy. He does not know how to read and write. When someone teaches him how to read and write, he feels empowered. One can be empowered in different ways. The other word in our discussion is ‘marginalized’. ‘Marginalized’ refers to a group of people who are deprived of opportunities and have no share in the advantages enjoyed by others. Basically it means being in a disadvantaged situation. When we use the term ‘marginalized’ some questions arise. How does a person become marginalized? What factors contribute to marginalization ? I think there can be many reasons for a person’s marginalization. For example an ethnic or religious minority group can be marginalized because they do not have the same opportunities as others, or are excluded from participation on account of their differences. People who have no money, no influence can be marginalized for economic or political reasons. In this regard, we can say a rich man or a person of the mainstream can become marginalized. The sense of marginalization is multi-dimensional and refers to people who are deprived or disadvantaged both socially and economically, in different cases and situations.
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Tags: child education | education of Bangladesh | investment in child education | investment in education
GAZI MAHABUBUL ALAM, PhD
Information on the growth of income per person across the developing nations reveal that at least one important measure of skills is consistently correlated with future growth. In other words, the more educated the population, the greater the subsequent growth in economic wellbeing. Human capital begets more human capital. Certain general skills make people better at learning new skills. A skilled worker is more productive than a non-skilled one. At the level of individual workers, in fact, there is abundant evidence that the importance of skill to one's economic wellbeing has grown over the last several decades.
The growth in this pay differential is a major factor behind the increase in income inequality that has received so much attention of late. The apparent reasons for this widening dispersion are relevant here. Wages paid to workers at any particular skill level generally reflect the productivity of those workers' how much economic value their work creates. If the wages of higher-skilled workers have grown more rapidly than the wages of the less skilled, it must be that the work environment has changed in a way that has made the productivity of better-skilled workers rise more rapidly.
One change that has had a tremendous effect on the way people work in recent decades is the application of information technology. And this change appears to have had differing effects on the productivity and wages of workers at different skill levels. It has become commonplace to talk about jobs that have been replaced by automation. These tend to be relatively low-skilled jobs, involving tasks that you can programme a machine to perform. On the other hand, jobs that require judgment and adaptability to changing conditions do not lend themselves as easily to automation. In fact, the application of information technology is likely to enhance workers' effectiveness in such jobs by relieving them of routine aspects of their jobs.
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Tags: Bangladesh education | Income Prospects | Training | TVE | Vocational Education GAZI MAHBUBUL ALAM, PhD
 A number of international donors and partners for developments have recently put a special emphasis on helping Bangladesh government in order to improve its TVET sector. ILO's TVET reforms project is in operation, while identical projects of ADB and World Bank are about to come. Although ILO project is a grant receiving one, the projects of ADB and WB will be operated under loan provision. Global patterns always show that the target groups comprising students for VET education are mostly from the underprivileged background. As a result, formulation and moderation of a TVET policy always receives lesser priority. Although, the work undertaken by well-qualified VET graduates often makes better contribution to GDP, the organization under which the work is done and the country as whole prove to be more productive. Payment issue for VET graduates is a neglected one. This attitude always motivates students and their sponsors against VET education. A positive association between educational attainment and individual earnings has been well-established and verified by many studies. In spite of this extensive investigation, however, the cause and effect relationships underlying the association are not well-understood. More specifically, one might question whether only formal education leads to higher earning potential or whether vocational training might have a similar effect. In the analysis below, this scribe presents some arguments about the impact of vocational training on the earning potential of participants with different levels of formal education. Hopefully, increased understanding of the interrelationships between vocational training and formal education will assist educational and government planners who are currently attempting to formulate policies in this area. We could imagine a world in which income was determined solely by social status and where education thus raised individual earnings for purely sociological reasons. In the real world we can observe arbitrary levels of formal education required for entry to a wide variety of jobs, without much reference to job characteristics or performance. Similarly, arbitrary promotion of workers to higher levels of pay and responsibility on the basis of educational attainment no doubt occurs, thus reinforcing these artificial entrance requirements. At the extreme, one could imagine education is enhancing income solely by improving prestige and a cleverly forged high school diploma, CPA certificate, medical degree, or plumber's license. This is as effective as the same credential earned through long apprenticeship or expensive study. However, most economists will feel much more comfortable at imagining a contrasting social order in which economic productivity plays a larger role than social prestige in determining income. In this world, well-trained plumbers, doctors, and accountants will receive higher incomes than imposters because of their higher marginal revenue productivity. The market mechanism will tend to produce this result by the elimination of inefficient firms, so that hiring prestigious incompetents will prove self-destructive and short-lived. The data will allow to conclude this article, but for the moment let us assume that economic productivity determines income.
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