This paper aims to critically investigate the sustainability and accountability of the different policies formulated by the government and their effectiveness when implemented in the education sector, mainly in the rural sector of Bangladesh. The national policies formulated by the government have been designed with a vision of achieving a target of digitization of the whole education sector by 2021. In the course of the research, a few objectives have been identified which will be critically analyzed to understand the constraints that exist and identify the gaps in the existing policies; this thesis also provides an analysis of the role of NGO’s in the development of teachers who are the main media for delivering education.
Table of Contents
1 Chapter One
1.0 Introduction
1.1 Background of Research
1.2 Statement of Research Problem
1.3 Rationale of Study
1.4 Aims and Objectives
1.5 Scope of Study
1.6 Chapter Synopsis
2 Chapter Two
2.0 Chapter Review
2.1 Defining Terms
2.1.1 Definition of Sustainability
2.1.2 Definition of Policy
2.1.3 Policy and Sustainability in Education
2.2 Information and Communication Technology in Education
2.3 Education Development and Sustainability
2.3.1 Current Status of ICT in Bangladesh
2.4 Importance of Policies
2.4.1 Role of Government in Policy Development
2.5 Education System in Bangladesh
2.5.1 National Education Policy
2.5.1.1 Primary Education
2.5.1.2 Secondary Education
2.5.1.3 Vocational and Technical Education
2.6 Finance and Budgeting for Education Development
2.7 Policy Development and Review of ICT in Education
2.7.1 ICT in Education Main Focus Areas
2.7.2 ICT Based Education and Development
2.7.3 Competency Framework for Teachers
2.8 Use of Technology in Education
2.9 Stakeholders in Education and their role in sustainability
2.10 Research Questions
2.11 Conceptual Framework
2.12 Chapter Synopsis
3 Chapter Three
3.0 Introduction
3.1 Research Philosophy
3.1.1 Selected Research Philosophy
3.2 Source of Data
3.2.1 Secondary Data
3.2.1.1 Advantages and Disadvantages of Secondary Data
3.2.2 Primary Data
3.3 Data Collection Methods
3.3.1 Qualitative and Quantitative Methods of Data Collection
3.3.1.1 Quantitative Method of Data Collection
3.3.1.2 Qualitative Method of Data Collection
3.3.1.3 Purpose of Qualitative Research
3.3.1.4 Interviews
3.3.1.5 Semi Structured Interview
3.3.2 Research Approaches
3.3.2.1 Deductive Approach
3.3.2.2 Inductive Research
3.4 Research Design Structure
3.4.1 Research Framework
3.5 Research Question Design
3.6 Primary Data Collection Process
3.7 Interview Respondents
3.7.1 Transcription of Interviews
3.7.2 Interview Participants
3.8 Qualitative Analysis
3.8.1 Qualitative Data Analysis Process
3.8.2 Grounding Theory
3.8.3 Framework Analysis
3.8.4 Conversation Analysis
3.9 Presentation of Research Findings
3.10 Reliability, Validity and Ethical Consideration
3.10.1 Reliability
3.10.2 Validity
3.10.3 Ethical Consideration
3.11 Chapter Summary
4 Chapter Four
4.0 Introduction
4.1 Integration of National Education Policy and National ICT Policy
4.2 Sustainability of the Policies
4.2.1 Key Focus Areas of Sustainability
4.2.2 Key features of National ICT Policy
4.3 Categorization of Key Points from Classification of Themes
4.4 Summary of Interviews
4.5 Key Findings from Literature
4.5.1 Problems identified for Infrastructural Development
4.6 Chapter Summary
5 Chapter Five
5.0 Introduction
5.1 Analysis of Framework
5.2 Critical Discussion of Research Questions
5.3 Critical Understanding of Gaps
5.3.1 Inequality in Education Sector
5.3.2 Quality of Education
5.3.3 Governance and Management
5.3.4 Inadequate Resources
5.3.5 Non-Government Organizations
5.4 Critical Discussion of Research Methodology
5.5 Chapter Summary
6 Chapter Six
6.0 Introduction
6.1 Recommendations
6.2 Further Research
Objectives and Research Scope
This research aims to critically evaluate how national education and ICT policies are executed in Bangladesh and their subsequent impact on the education sector. By employing a qualitative research approach, the study seeks to determine existing constraints, identify policy gaps, and examine the role of non-government organizations in teacher development to foster a more sustainable educational environment.
- Analysis of the National Education Policy 2010 and National ICT Policy 2009.
- Evaluation of the infrastructure and resource allocation for ICT in rural vs. urban regions.
- Examination of the role of NGOs in policy implementation and teacher training.
- Assessment of teacher perceptions and motivation regarding the adoption of new educational technologies.
- Identification of socio-economic barriers to digital integration in the classroom.
Excerpt from the Book
2.4.1 Role of Government in Policy Development:
The Government is responsible for designing, drafting and implementation of the policies. Monitoring and evaluation after implementation is also a major responsibility of the government aside to the amendments that are made periodically. Unstructured and disorganized engagement of resources has brought about the requirement of competent resources along with the time and effort. Policy makers are responsible for managing the complexities of the interconnected systems within the departments which comprise of government, non-government and other private entities. It has often come into light the limitations of resources (human and financial) and it is therefore a responsibility to accommodate the interests of the citizens and formulate policies and strategies which are beneficial to the country.
” Despite these challenges for policymakers, economists have not always ascribed a central role to government policy in economic development” (Chang 2003). Governments even though are thought to manage a complex system have not always been able to adapt to the economic and environment aspects of the country. Therefore, policy design and governance is a complex system which the government has to take into account for future sustainable development.
Summary of Chapters
Chapter One: This chapter introduces the research project, outlining the aims, objectives, and the research problem regarding the integration of ICT policies in Bangladesh.
Chapter Two: This chapter provides a comprehensive review of existing literature concerning the sustainability of ICT in education and defines key terminology and the conceptual context.
Chapter Three: This chapter details the research methodology, explaining the use of a qualitative approach and semi-structured interviews for data collection.
Chapter Four: This chapter presents the findings derived from the literature review and interviews, focusing on policy integration and identified obstacles to development.
Chapter Five: This chapter offers a critical discussion and analysis of the research findings, identifying key gaps in education governance and management.
Chapter Six: This chapter concludes the study and provides actionable recommendations for policymakers and suggestions for future research.
Keywords
Information technology, policies, education, non-government organization, sustainability, development, Bangladesh, ICT, teacher training, primary education, secondary education, infrastructure, governance, policy design, digital transformation.
Frequently Asked Questions
What is the core focus of this research?
The research focuses on investigating the design and execution of national education and ICT policies in Bangladesh, specifically regarding their sustainability and the role of stakeholders.
What are the primary themes examined in this paper?
Key themes include the impact of government and NGO policies, the role of ICT as a driver for education, the infrastructural challenges in rural Bangladesh, and the competency levels of teachers.
What is the overarching goal of this study?
The primary aim is to identify the factors hindering ICT integration and to propose policy adjustments that ensure sustainable educational development by the year 2021.
Which methodology does the author employ?
The research utilizes a qualitative approach, primarily relying on semi-structured interviews with project managers, entrepreneurs, and academic professionals.
What is covered in the main body of the work?
The body of the work covers a literature review of global and national policies, detailed research methodology, data analysis of interview responses, and a critical discussion on the gaps in policy governance.
What defines the research characteristics?
The study is characterized by its qualitative nature, focus on stakeholder perspectives, and its emphasis on practical, real-world constraints within the educational sector of Bangladesh.
How do NGOs contribute to the educational landscape mentioned?
NGOs serve as critical partners in executing educational projects, particularly where government intervention is limited by budget or reach, helping to facilitate policy implementation at the local level.
What is the significance of the "ICT-CFT" framework mentioned in the study?
The UNESCO-developed ICT Competency Framework for Teachers (ICT-CFT) is used to analyze the current readiness of the educational workforce and to provide a structure for necessary teacher training.
What does the research conclude about policy governance?
The research concludes that current policies often lack the necessary integration and accountability, suffer from bureaucratic hurdles, and require a more decentralized approach to be effective.
Why are teachers considered central to this research?
Teachers are identified as the primary medium for delivering education; therefore, their competence, motivation, and receptivity to technological changes are crucial for the long-term success of national ICT initiatives.
- Citar trabajo
- Laila Habib (Autor), 2015, A Study of Policy Design for sustainability of ICT as a medium of education in Bangladesh. A role of NGO’s in development of teachers, Múnich, GRIN Verlag, https://www.grin.com/document/300458
