Education in Bangladesh: Changing Contexts and Emerging Realities

Chowdhury, Raqib; Sarkar, Mahbub

doi:10.1007/978-981-13-0708-9_1

Cited by 33 publications

(29 citation statements)

References 7 publications

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“…The recent outbreak of the COVID-19 pandemic has led to a renewed interest in ERT, a temporary crisis-prompted educational response with the primary objective of continuing normal teaching online (Chowdhury & Sarkar, 2018;Hodges et al, 2020). Generally, ERT involves a wide use of technologies (Hodges et al, 2020), such as synchronous communication tools (e.g., course delivery platforms and social media), asynchronous platforms for collaboration, and online electronic resources (see Table 1; Hodges et al, 2020).…”

Section: Emergency Remote Teachingmentioning

confidence: 99%

Ready for Online? Exploring EFL Teachers’ ICT Acceptance and ICT Literacy During COVID-19 in Mainland China

2021

Journal of Educational Computing Research

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This study sought to understand whether and how a group of English as a foreign language (EFL) teachers in mainland China were ready for the emergency remote teaching triggered by the COVID-19 pandemic and explains the underlying mechanisms that influenced their readiness. The urgency of the sudden shift to online teaching during the COVID-19 pandemic necessitated teachers' acceptance and literacy of technologies, but so far, little study has touched on this area. Based on the Technology Acceptance Model and the Technological Pedagogical and Content Knowledge conceptual frameworks, a mixed-methods online survey was designed to collect data among 186 high school EFL teachers in China about four months after the governmental response plan of online teaching. The results show participants were overall affirmative in acceptance and knowledge, implying their general readiness for the ICT use in COVID-19 emergency remote teaching. However, there were pressing problems with integrating technology with pedagogy and subject teaching. This study extends previous research by helping understand teachers' most recent adoption of ICT during an unprecedented crisis, informing future ICT training, and predicting their future technological behaviour.

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Section: Emergency Remote Teachingmentioning

confidence: 99%

Ready for Online? Exploring EFL Teachers’ ICT Acceptance and ICT Literacy During COVID-19 in Mainland China

2021

Journal of Educational Computing Research

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“…Within general education, students seeking to gain their SSC and HSC must choose to pursue one of three disciplines: Humanities, Business, and Science. Tertiary or higher education offers several specialisations, such as higher education in general, technical, technological and medical fields, which require a further 5 to 6 years of schooling to obtain a master’s degree (Chowdhury and Sarkar 2018 ).…”

Section: The Education System In Bangladeshmentioning

confidence: 99%

How do teachers’ perceptions of climate change vary in terms of importance, causes, impacts and mitigation? A comparative study in Bangladesh

Chowdhury

Ahmed

et al. 2021

SN Soc Sci

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Since climate change education is an integral element in the increasingly urgent global approach to solving the problem of climate change, understanding perceptions of climate change among teachers in different academic institutions could play a significant role in how and to what extent institutions address the need to educate learners on this subject, specifically, and participate in other climate change mitigation strategies, in general. This study, therefore, examines teachers’ perceptions of climate change regarding its significance, causes, consequences, and mitigation, through analysis of a self-administered structured questionnaire completed by 95 teachers from public and private educational institutions in the city of Sylhet in Bangladesh. Results from descriptive and inferential statistical analysis show that public and private school teachers have an understanding of climate change regarding its significance, causes, consequences, and mitigation. The results also reveal that the sociodemographic characteristics of teachers, as well as academic-related factors, influence their perceptions of climate change. This research concludes that teachers in public institutions have a greater awareness and understanding of climate change than those working in private schools. The research findings have broader implications for further research and policy recommendations and, in particular, draw the attention of the Departments of Education and Disaster Management in Bangladesh or in countries with similar contexts to introduce environmental and disaster education and training opportunities for teachers.

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“…Another reason could be that the government of Bangladesh offers several benefits including free education, cash incentives to attend school, increase job opportunities, etc. for enhancing the prevalence of educational status of girls [52,53], which encourage the parents to send their girls to school [54]. On the other hand, for boys, more opportunities are available to become child labor in urban areas though child labor is not officially permitted in the country.…”

Section: Plos Onementioning

confidence: 99%

Intergenerational educational mobility in Bangladesh

2021

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Introduction Social mobility is considered as an important indicator of the economic development of a country. However, it varies widely across geographical regions and social groups in developing countries like Bangladesh. This paper intends to evaluate the intergenerational mobility in Bangladesh across generations. Methods and materials This paper considers a nationally representative sample survey of 8,403 respondents (rural: 5,436 and urban: 2,967). The male and female respondents aged 23 years and above were included in the sample. The education attainment of a son or daughter as compared to their father’s education level was considered as the measure of intergenerational mobility. Transition probability matrix and different social mobility indices were used to find out the intergenerational education mobility in Bangladesh. Results The findings reveal that approximately three-fourth (74.5%) of the respondents attained formal education, while more than half (58.3%) of the respondents’ father was illiterate. The educational status of the respondents and their father who lived in urban areas was relatively better than who lived in rural areas. It is also observed that 91.2% and 81.6% of the intergenerational class movement was upward among sons and daughters respectively. The probability of a higher educated father will have a higher educated child is higher in urban areas than in rural areas of Bangladesh. The intergenerational mobility is higher in the primary, secondary, and higher secondary educational levels, though the illiterate and higher education levels are the least mobile classes. In addition, the limiting probabilities reveal that the chance of sending sons to schools by an illiterate father is less as compared to their daughters. Such difference is more obvious in the urban areas, i.e., it is highly likely that sons of the illiterate father are also illiterate. Conclusion Bangladesh has been progressing remarkably in recent years. To keep the pace of the ongoing economic development in the country, it is necessary to give more attention to the illiterate people especially the girls who live in rural areas. The authors anticipate that the findings will be helpful for the policymakers as the relationship between inequality and intergenerational mobility is vital for several aspects of the economic development of a country.

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Education in Bangladesh: Changing Contexts and Emerging Realities

Cited by 33 publications

References 7 publications

Ready for Online? Exploring EFL Teachers’ ICT Acceptance and ICT Literacy During COVID-19 in Mainland China

Ready for Online? Exploring EFL Teachers’ ICT Acceptance and ICT Literacy During COVID-19 in Mainland China

How do teachers’ perceptions of climate change vary in terms of importance, causes, impacts and mitigation? A comparative study in Bangladesh

Intergenerational educational mobility in Bangladesh

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