PhD Thesis

Browse

Filter results by typing the first few letters
Now showing 1 - 20 of 48
  • Thumbnail Image
    Item
  • Thumbnail Image
    Item
  • Thumbnail Image
    Item
    A evaluation of the teacher education programme of the teachers training college, dacca
    (© University of Dhaka, 2025-02-18) Begum, Lutfaun Nessa
  • Thumbnail Image
    Item
  • Thumbnail Image
    Item
  • Thumbnail Image
    Item
    A STUDY ON SOCIO-CULTURAL ASPECTS OF READING MOTIVATION AMONG PRIMARY SCHOOL STUDENTS IN BANGLADESH
    (©University of Dhaka, 2023-08-24) Saha, Shilpi Rani
    This study used a mixed-method convergent parallel design to explore the social and cultural factors associated with the reading motivation of primary school students in various strata of society, such as family, school, and community in Bangladesh. The study was conducted in selected government primary schools from five districts in Bangladesh representing diversified geographical characteristics such as Char (a tract of land surrounded by water), Haor (a wetland in the north eastern part of Bangladesh), hilly, coastal, and plain land. A total of 437 grade four students, with an equal distribution of urban-rural and gender representation, participated in the study. Besides, the study collected the views of the concerned parents, teachers, community members, education professionals, children’s book publishers, and library officials. Along with survey questionnaire, interview protocol, FDG guideline and observation checklist, the study used a reading motivation scale for students as data collection tools. The findings revealed that students had an average level of reading motivation with a mean score of 58.75 (SD-13.22, and a scale mid-point of 57.5). Girls were found to have significantly higher (t-1.96, p =.05) reading motivation than their male counterparts whereas the urban students had higher reading motivation than the rural ones (t=3.37, p = <.01). However, no significant differences were found among the student reading motivation scores from the five geographical locations except for the hilly and plain lands (F = 2.60, p = <.05). The research found that students’ reading motivation is influenced by all four factors: family, school, community, and state level policies. In the socio-cultural contexts of Bangladesh, parents perceive reading as a functional tool for academic achievement and future employability instead of a skill for enjoying or getting pleasure. The study results indicated that parents’ education and occupation were positively associated with their children’s reading motivation. However, the study revealed limitations in providing a conducive reading environment for students at all four levels of learners' environment namely- family, school, community and state. It was reported that the reading culture and practices prevailing in the family were not conducive to students’ reading. In addition, the school environment was not found very supportive and stimulating for reading books and developing reading habits. Furthermore, there were government policies and regulations, which had been circulated to encourage reading at different institutions. However, a lack of resource mobilization at the school and community level hampered the creation of a reading-friendly environment. The study suggested that to foster a culture of reading in society, all stakeholders must ensure a supportive reading environment and adequate facilities at home, school, and community. In addition, government policies need to be implemented especially with a stronger focus on rural areas of Bangladesh. Based on the findings this study proposed, a comprehensive model for fostering a reading culture in the society of Bangladesh by coordinating the four interconnected constituents of a child’s immediate environment - family, school, community, and national-level policies and activities. The findings of this study contribute to a greater understanding of the social and cultural context of Bangladesh and help all the stakeholders to initiate relevant reading programmes, projects, and activities and ensure adequate reading facilities to build a reading-friendly society. This study paves the way for more research to be conducted on reading motivation in the future.
  • Thumbnail Image
    Item
    An analysis of the job of the district inspector of schools in Bangladesh
    (© University of Dhaka, 2025-02-18) Ahmed, Saifuddin
  • Thumbnail Image
    Item
  • Thumbnail Image
    Item
    An evaluation of the quality of the secondary teacher education programs of Bangladesh
    (© University of Dhaka, 2025-02-18) Akhter, Selina
  • Thumbnail Image
    Item
  • Thumbnail Image
    Item
    Challenges of Implementing Life Skills-based Education at Secondary Level in Bangladesh
    (©University of Dhaka, 2023-06-05) Riad, Sheikh Shahbaz
    The purpose of this qualitative research study was to explore the challenges and prospects of implementing Life Skills-based Education (LSBE) at the secondary schools in Bangladesh, the study also explored the present mind sets and understanding of the teachers, students, head teachers, teacher educators, education administrators and guardians about LSBE. Data were collected through one to one interviews with five head teachers of five different secondary schools; five teacher educators of five Government Teachers’ Training Colleges; two academic supervisors as local level education administrators. Besides, focus group discussions was conducted with five groups of students of class ten, five groups of classroom teachers in five different secondary schools; one group of trainee teachers of Teachers’ Training College, Dhaka and two groups of guardians. Furthermore, reflection, observation and field notes were write down from ten classes to perceive how LSBE is being practicing in the classroom and out of the classrooms. Besides, documents such as National Education Policy 2010, the national secondary curriculum 2012; the text books classes six to ten, secondary teacher education curriculum B.Ed. 2016 and M.Ed. 2018 were reviewed. The collected data were transcribed, coded, categorized and constructed on the themes of the research questions. During transcribing, coding, and categorizing of the data, findings and outcome of the study developed. Data collected from difference sources were triangulated in order to validate the findings. Findings of the study revealed that all the participating teachers, students, teacher educators, academic supervisors and guardians had different but positive understanding and mind sets on LSBE and its far-reaching objectives. They all also agreed that LSBE contents are considerably included in new secondary curriculum 2012 and secondary books of NCTB-2020, though in the compulsory subjects there were no contents of LSBE. The study also specified that although all stakeholders were highly positive to LSBE and its importance, practice of LSBE materials are in teaching-learning activities are mostly lecture based. Most of the contents and LSBE are in those subjects which are set in second half of daily class routine. Major challenges of implementing LSBE are excess number of students in the class and teachers can not apply participatory approaches of teaching-learning; lack of adequate training; Class load of every teacher; Negative attitude of head teacher about LSBE; Lack of intellectual and psychological responsibility of the practicing teachers. Both teachers and students were found disinterested in LSBE classes because at present these contents are not included in public examination; and lack of monitoring and mentoring of class. The findings of the study also recommended the possible ways to overcome the stated challenges. These are: Life skills teaching-learning needs to be made more effective through learner-centred participatory approaches; All teachers should be brought under training; Class-wise number of learners would be kept under 40 in a section so that participatory approaches and techniques on LSBE can apply easily; vii Life skills issues should be included in the compulsory Bangla, English, Bangladesh and Global Studies and Religion; Class routine should be rearranged and subjects like Home science and Physical Education should be included in the first half of the daily routine; Teachers should be permitted to conduct those classes where they have academic and pedagogical experiences and training from pre-service and in-service training; Some classes and sessions should be offered with specialist doctors and psychologists for some vital and sensitive contents including drug addiction, reproductive health and adolescence; and in-house training on LSBE should compulsory for every schools with SMC and guardians for overall school effectiveness and quality education. The study suggested that there should be an observable modification in government policy in the near future to give a new look and dignity to the teaching and learning of LSBE to secondary level students in Bangladesh. To address issues like LSBE, the government may set up a research branch to investigate issues and challenge related to the introduction of new learning and innovation in the field of secondary education. Beside this, motivation to implement of LSBE in the classroom should be ensured of a great portion of class room teachers who have already got training on LSBE through monitoring and mentoring. The policy makers should ensure that each institution has an adequate supply of instructional and teaching learning materials.
  • Thumbnail Image
    Item
    Constitutional Responsibility of the Government of Bangladesh for Implementing Compulsory Primary Education: Issues and Challenges
    (University of Dhaka, 2019-05-14) Mehtab, Farhana Helal
    Education and its dissemination are said to have links with inequality, development and poverty alleviation. All the countries of the world have consistently supported the notion that every child in every country should be given the opportunity to complete at least primary education aiming to achieve basic skills which are necessary for better living. The 1990 World Conference on Education for All set this goal to be achieved by 2000 and the World Education Forum in Dakar in 2000 reaffirmed the commitment. Millennium Development Goals (MDGs) again declared universal primary education as a major goal to be achieved. The Sustainable Development Goals (SDGs), the new global agenda, have correctly recognized the critical role of education due to the interlinkages between education and transformative change, driving progress towards sustainable development. Primary education can be considered the most important part of the whole gamut of education as it constructs the foundation of the basic skills of the children; builds founding blocs of their values, and morality; and reduces intra and inter-generational discriminations. Free, compulsory, and universal primary education is the very first step to build a just, egalitarian, and humanity based society. Given this reality, primary education has been recognized as fundamental human right by the international organizations as well as international human rights laws. The overall objective of this thesis is to examine the constitutional responsibility of the Government of Bangladesh for implementing compulsory primary education as well as to identify the issues and challenges related to its implementation. Specific objectives of this study are: (a) to explore the core spirit of the Bangladesh Constitution relating to primary education; (b) to determine the nature of the constitutional responsibility of the Government of Bangladesh as to primary education; (c) to examine the legal framework and measures taken by the Government of Bangladesh for implementing primary education; and (d) to identify the major issues and challenges relating to implementation of primary education in Bangladesh. This study has used a basic qualitative research approach as its methodology to determine the nature of the constitutional obligation of the Bangladesh Government as to primary education. In order to attain the objectives, the study has used two research techniques: (i) review of related documents; and (ii) in-depth interviews of selected legal experts, educationists and policy administrators. For attaining the major and specific objectives of the study, this thesis has been divided into seven chapters. Chapter one contains background information, and has stated objectives, significance and value of the study, and its limitations. Chapter two comprises literature review, and chapter three deals with the methodology of the study. Chapter four has analyzed the nature of constitutional responsibility of the Government of Bangladesh as to implementing free and compulsory primary education. Chapter five has discussed and evaluated the laws enacted, the policies adopted and the measures taken by the successive governments to ensure basic education. Chapter six has analyzed and interpreted the data. Chapter seven has stated the findings and discussions, underlined the issues and challenges, and finally put forward conclusions where the researcher has put forward a number of recommendations for the current and future policy makers. The important task of this study has been to determine the constitutional responsibility of the Bangladesh Government to implement compulsory primary education according to the core spirit and nature of the Constitution. The study has found that though international organizations and international human rights laws have recognized education as a fundamental human right, the Constitution of Bangladesh is yet to recognize education as a fundamental right. It is an astounding fact that Bangladesh’s supreme law of the land has not mentioned ‘primary education’ as a fundamental right, let alone providing a separate and detailed provision as to free and compulsory primary education in terms of its objectives, structure, and essence. This study has found that the nature of constitutional responsibility of the Bangladesh Government is declaratory, not mandatory, as under the Bangladesh Constitution, education is a basic necessity and policy instrument. But the legal experts are in full agreement that the successive governments cannot evade their responsibility relating to free and compulsory primary education by saying that this is not judicially enforceable and the constitutional articles do not impose any mandatory obligation on the state functionaries. The apex court of Bangladesh also expressed the same view as to the constitutional responsibility of the Bangladesh Government, but put utmost importance on education saying that the state functionaries have unavoidable responsibility to ensure education for all gradually and progressively. At the onset, this researcher fully agrees with the value of the constitutional articles relating to education, as they have said about establishing a uniform, mass-oriented, and universal system of education and extending free and compulsory education to all children; removing illiteracy and relating education to the needs of society. Nevertheless, it is a hard fact that primary education is not a fundamental human right under the Bangladesh Constitution. Even Bangladesh lags behind other South Asian countries, namely India, Sri Lanka, Pakistan, and Nepal, as those countries have progressed further in implementing the constitutional responsibilities laid down upon their governments regarding the right to primary education. Given the fact that it was a war devastated country and Bangladesh had scanty resources, the recognition of education as a basic necessity and policy instrument together with the progressive government responsibility to ensure free and compulsory primary education for all children under the original Bangladesh Constitution may be considered satisfactory. But the failure of the consecutive governments to provide a separate and detailed constitutional provision as to free and compulsory primary education by an amendment cannot be overlooked. As to legislative measures, the immediate government after the independence of Bangladesh had nationalized the primary schools by the Primary Education (Taking Over) Act, 1974. The Primary Education (Compulsory) Act was promulgated in 1990 to fulfill Bangladesh Government’s obligation to ensure universal primary education. A National Education Policy was adopted in 2010 and an education bill is now waiting to be a full-fledged law to further promote the cause of education. The successive governments have spectacular successes in distributing free text books among the primary school students at the beginning of the year, increasing enrollment rate particularly the enrollment of the girl students, recruiting good teachers, and developing infrastructure. Nevertheless, current and future state functionaries need to take effective measures to ensure qualitative, effective and inclusive primary education in Bangladesh. Particularly, the legal experts, educationists, and the policy administrators are in consensus that the successive governments have miserably failed to establish a uniform, mass-oriented and universal system of primary education in Bangladesh, a constitutional obligation of the state functionaries under the Article 17 of the Bangladesh Constitution. Based on analyses, findings and detailed discussions, the study has identified nine major issues relating to free and compulsory primary education in Bangladesh. The study has clearly underlined the challenges relating to ensuring free, compulsory and quality primary education in the light of the identified issues. As to recommendations for ensuring uniform, mass oriented and universal system of primary education in Bangladesh, it seems fairly likely that the state functionaries should immediately put emphasis on ensuring quality of primary education; successful completions of primary education; recruiting more qualified teachers and making them children-friendly by proper training; taking measures for further development of infrastructure and logistics; and bringing all marginalized segments of children under an umbrella by an inclusive policy. Regarding the long term imperatives and policy decisions, this researcher considers that policy makers should deeply think of including a separate and detailed constitutional provision as to free and compulsory primary education by a constitutional amendment. What this researcher thinks appropriate and with which all the legal experts, educationists, and policy administrators are in agreement is that the current and future governments must establish a uniform, mass-oriented and universal system of education gradually within a reasonable time. Though this qualitative study has reflected outlooks, views and the perspectives of limited participants, but it has provided knowledge-based expert perceptions, experience-based observations, insights, and recommendations for establishing a uniform, mass-oriented and universal system of primary education for all. People who are interested in the development of primary education will get a detailed and fairly credible picture regarding the issues and challenges relating to primary education. This research will help the educationists, legal experts, policy administrators and civil society members for taking positive steps for development of primary education in Bangladesh. This study can be used by the future education and legal related researchers for critically analyzing the education system of any country in the light of the constitutional provisions, and education related laws and policies. They can analyze and determine to what extent the state functionaries of any country have been successful to achieve the objectives stated in their Constitution, laws and policies. Here lies the value and originality of this study.
  • Thumbnail Image
    Item
    Constructive Alignment in Primary Science Teaching Practice Towards Inquiry and its Effect on Developing Curriculum Document
    (©University of Dhaka, 2023-12-12) Ahmed, Rezina
    It is very essential to maintain the alignment among the intended learning outcomes (ILOs), learning activities (LAs), and assessment (As) for effective teaching-learning. However, it is a common question among the stakeholders about the existing alignment in primary science teaching practice toward inquiry in Bangladesh. The study explored the constructive alignment of ILOs, LAs, and As in primary science teaching practice toward inquiry. The study also explored the effects of existing constructive alignment in developing the curriculum document. Within the qualitative framework, a case study approach was applied purposively, focusing on the primary science teachers of rural and urban (who teach science). Each case was considered with three concerned stakeholders (Assistant Upazila Education officer, instructors of Upazila Resource Center, and Primary Teachers Training Institute) and the concerned primary students. Primary science textbooks, teacher’s editions, and assessment guide; primary science examination questions were also the sample. Data collected from lesson observation, semistructured interviews, in-depth interviews, document analysis, and focus group discussion were analyzed by qualitative content analysis and thematic analysis. The findings indicated that in the primary science teaching practice of Bangladesh, constructive alignment does not exist in ILOs, LAs and As. Specifically, findings showed that teachers and concerned stakeholders have somewhat comprehension of ILOs, LAs, and As, with some challenges which were reflected in classroom practice. Mostly, curriculum documents somewhat addressed the information of ILOs, LAs, and As. The findings found that the existing status of concerned stakeholders’ comprehension of the components of constructive alignment matches the existing status of the curriculum documents. Finally, the study revealed that concerned stakeholders’ comprehension may effect the development of curriculum documents. The findings of the existing alignment in primary science teaching practice and its effect on developing curriculum documents, carry implications for the Ministry of Primary and Mass Education, curriculum developers, policymakers, National Curriculum and Textbook Boards to evaluate the different aspects of the education system and take into account for improvement accordingly to have skilled citizen further. The findings provide knowledge to the literature which will help curriculum developers, textbooks, and teacher’s edition writers to develop curriculum documents and researchers for further research on educational settings.
  • Thumbnail Image
    Item
  • Thumbnail Image
    Item
    Current scenerio of classroom teaching practice in primary schools: its impact on quality primary education in Bangladesh
    (University of Dhaka, 2018-12-19) Shafiqul Islam, Md.
    Classroom teaching is immensely significant in ensuring quality education.The main purpose of the study was to see the current scenerio of classroom teaching practices in Bangladesh. It examined primary school teachers‟ works in classrooms and how it impacts on quality primary education in Bangladesh. The study was focused mainly on the basic aspects of teachers‟ pedagogical practices. The aspects have been determined by exploring and examining literature, documents and research studies on effective teaching-learning process and quality education. A framework of quality indicators had been developed for analyzing teachers‟ pedagogical practices. This study had been conducted on different government primary schools of eight districts in Bangladesh. Mainly direct classroom observation and interview methods had been followed in this study. The study explored the variations of pedagogical practices of trained and untrained teachers. It also examined the differences between the teaching practices of male and female teachers.Data had been collected through the means of document analysis, physical observation of classrooms and in-depth interview with the stakeholders. For observation 40 Assistant Teachers and for interview 60 Respondentshad been selected which included Head Teachers, AUEOs, UEOs, PTI and URC instructors, PTI superintendents and DPEOs. This study resulted separately the impact of pedagogical practices of trained and untrained as well as male and female teachers on quality primary education. The findings also revealed that(i) the classroom teaching practice in primary schools of Bangladesh was not satisfactory enough, (ii) there were some acute and crucial differences between the teaching practices of trained and untrained as well as the male and female teachers, (iii) there were differences between the teaching practices of trained and untrained teachers however not enough significant and (iv)the overall performances of male teachers were found a bit better than that of the female. The findings also provided some additional information such as impact of curriculum, training, contact hour, infrastructure, inspection system, teachers‟ overloaded activities and job satisfaction concerning quality primary education and added a great value.
  • Thumbnail Image
    Item
    Decentralization of primary education management and supervision system in Bangladesh
    (© University of Dhaka, 2025-02-18) Akond, Abdus Salam
  • Thumbnail Image
    Item
  • Thumbnail Image
    Item
  • Thumbnail Image
    Item
  • Thumbnail Image
    Item