Case Study on UNESCO and Its Activity

Appraisal of UNESCO’s Program

Organization Overview

5. Origin of the Organization of Internship:
For completing the report as an appraisal of UNESCO’s program a short description of UNESCO and its activity is needed. Because all the programs, that I have observed are based on these basic activities. First I will give the core concept about UNESCO and then I will give a short description of UNESCO, Dhaka.

5.1 UNESCO:
UNESCO-the United Nations Educational, Scientific and Cultural Organizational (UNESCO) was founded on 16 November 1945. Headquarter of UNESCO is situated in Paris. The main predecessors of UNESCO were:

The International Committee of Intellectual Co-operation (CICI), Geneva 1922-1946
Its executive agency, the International Institute of Intellectual Co-operation (IICI), Paris,1925-1946
The International Bureau of Education (IBE), Geneva, 1925-1968; since 1969 IBE has been part of the UNESCO Secretariat Under its own statutes.

5.2 UNESCO Dhaka Office:
UNESCO Dhaka Office started operation from January 1996.

5.2.1 Mission:
The main mission of UNESCO Dhaka office is to contribute to sustainable human Development in a culture of peace, tolerance, democracy and human rights through programs and projects.

5.2.2 Major Program Area of UNESCO Dhaka Office:
UNESCO Dhaka office operates programmes mainly in education, culture and communication sectors.

Education

-Financial and technical support for strengthening for EFA
-Early childhood care and education (ECCE)
-Formal primary education
-Inclusive education
-Multilingual education
-Education for sustainable development
-Literacy/Skill training for adolescent girls, boys and marginalized
-Use of ICT in basic education through CRCs
-Support for technical and vocational education (TVE) policy reform
-Support for teachers training

Culture

-Music conference in the theme of “music for Humanity”
-Access of street and working children to art and music
-Music festival on bangle rural music
-Music festival on “Songs of Hundred mystic Poets”
-Training workshop on conservation of tangible heritages

Communication and Information

-Organization of world press freedom day
-Training for secondary school teacher on media and ICT
-National consultation on community radio in cooperation with UNDP,UNICEF
and local NGOs
I) Education for All (EFA):
The quest to achieve Education for All (EFA) is fundamentally about assuring that children, youth and adults gain the knowledge and skills they need to better their lives and to play a role in building more peaceful and equitable societies. This is why focusing on quality is an imperative for achieving EFA. As many societies strive to universalize basic education, they face the momentous challenge of providing conditions where genuine learning can take place for each and every learner.

Countesy: UNESCO Dhaka
The six goals adopted at the World Education Forum in Dakar, Senegal, in April 2000, implicitly or explicitly integrate a quality dimension.

Goal – 1
Early childhood care and education: Progress towards wider access remains slow, with children from disadvantaged backgrounds more likely to be excluded from ECCE. In many developing countries, ECCE programs are staffed by teachers with low qualifications.
Goal – 2
Universal primary education: The number of out-of-school children is declining. While progress has been made globally, over the past decade, in getting more children into school, the remains too slow to achieve UPE by 2015. So completion of primary schooling remains a major concern.
Goal – 3
Youth and adult learning: Efforts to raise the level of skills among youths and adults are marginal in the few developing countries that have conducted evaluations of skills development programs. Progress remains difficult to assess on a global basis.
Goal – 4
Literacy: About 800 million adults were illiterate in 2002 (EFA Global Report) and 70% of them live in nine countries belonging mostly to East and South Asia, notably China, India, Bangladesh and Pakistan.
Goal – 5
Gender: Although many countries around the world have made significant progress towards gender parity at primary and secondary levels over the past decade, large gaps remain, particularly in the South and West Asia. Gender disparities become more extreme at secondary level and in higher education. Of eighty-three developing countries with data, half have achieved gender parity at primary level, less than one-fifth at secondary and only four at tertiary. Almost two-thirds of the world’s adult illiterates are women.
Goal – 6
Quality: In the many countries that are striving to guarantee all children the right to education, the focus on access often overshadows the issue of quality. Yet quality stands at the heart of Education for All. It determines how well students learn, and the extend to which they achieve a range of personal, social and development goals. In many low- income countries, teachers do not meet even the minimum standards for entry into teaching and many have not fully mastered the curriculum. The HIV/AIDS pandemic is severally undermining the provision of good education and contributing significantly to teacher absenteeism. Data from national and international test scores show that low achievement is widespread in most developing regions.

II) Preservation and promotion of cultural heritage of Bangladesh:
The national history and identity of Bangladesh is mirrored in both tangible and intangible heritages. In the context of intangible heritage though the music of Bengal dominated by regional music style, but has its own identity. In tangible culture, Bangladesh is very rich with 355 national heritage sites. In Bangladesh, culture both tangible and intangible is now considered with less priority, as reflected by the present status of the national heritage monuments fighting for survival against natural death, lack pf attention and patronage, encroachment etc. These natural treasures should be preserved as one of the most important contribution to cultural heritage in south Asia.

5.2.3 Activities in the program of EFA:
The following activities have done by UNESCO under the program of education for all.

Support for Preparation of the EFA National Plan of Action (NPA):

On 19 September 2000, UNESCO Dhaka signed an agreement with ministry of Primary and Mass Education (MOPME) with the aim of strengthening the EFA NPA. Seven thematic papers, based on the Dakar Goals, were prepared and presented in national workshops. Focus of the NPA is mainly on organizational development and capacity building, improvement in schools and classrooms, infrastructure development, equitable access, and systematic monitoring and evaluation. UNESCO is providing policy advice and support, on a case-by-case basis, in selected areas, which are given below.

EFA: National Capacity Building

National capacity building was recognized by the Ministers of the South Asia EFA Forum as the most promising strategy to improve the quality of planning and delivery of EFA programs. A training workshop on planning and monitoring of EFA in Bangladesh was held in Dhaka from 7-11 July 2002. It was organized by UNESCO Dhaka and the MOPME, in collaboration with IIEP, Paris and NIEPA, India.

EFA: Sub-Regional Capacity Building

As proposed by the Ministers of the South Asia EFA Forum,
The first Sub-Regional Training Workshop on literacy and NFE were held from 27 December 2001 to 9 January 2002. It was organized by UNESCO Dhaka in collaboration with MOPME and Dhaka Ahsania Mission (DAM). The main purpose of the workshop was to strengthen capacity of countries through the training of Master Trainers to plan and conduct training programs on literacy/NFE.
The second Sub-Regional Training Workshop on Planning and Organizing of Literacy/NFE was held from 5-14 July 2002.The workshop was organized by UNESCO Dhaka in collaboration with MOPME and DAM. The main purpose of the workshop was to strengthen of the capacity of the participating countries in planning and development of literacy/NFE materials.
The third Sub-Regional Training Workshop on post-literacy material development was conducted from 6-15 December 2003. The workshop participants acquired skills and prepared need based post-literacy supplementary learning materials.

National Case Study on Delivery of Early Childhood Services:

This study was completed in November 2002 as part of the preparation for the expert meeting on the Delivery of Early Childhood Services for the E-9 Ministerial Meeting in Egypt in December 2003. The findings of the study afforded UNESCO the opportunity to pursue policy advice and support for ECCE to the government of Bangladesh.

A Study on the Status of Public and Private Schools in Bangladesh:

This study carried out an in depth analysis of the prevailing situation of delivery of primary education by different providers. The main thrust of the study centred around,

Diversity of institutions
Cost analysis of public and private including rural urban settings
Access, management and participation of the community in the management
Performance of boys and girls
Cost of parents for their wards in primary schools
Gender issues
Teacher training facilities for different schools and environment of the school

Equivalence of FPE and NFE Competencies:

In order to help the Government to develop a mechanism to allow a transfer of students between formal primary education and NFE, a joint UNESCU-UNICEF study was initiated in the biennium 2000-2001 to develop a framework for deciding equivalence of formal primary education and NFE competencies in Bangladesh.

A Visit to Classroom Study:

Based on the Dakar commitment to improve the quality of primary education, a study was initiated for an in-depth assessment of the achievement in the year 2003 of primary school entrants of along with a number of countries. They demonstrate that there has been improvement of quality of primary education in Bangladesh, but these are linked to policies initiated before 2000.

Researchers’ Forum:

In collaboration with the Bangladesh Forum for Educational Development (BAFED), a Researchers Forum is organized at least twice a year with a view to providing a platform for disseminating recent educational research findings. This enhances the status of educational research and researchers among education stakeholders and policy makers. UNESCO DHAKA provides both technical and financial support for this activity. The first Researchers’ Forum was held on 16 November 2002.and the second was held on 21 December 2003, and the third one was on 5^th January 2004. This is a continuing UNESCO activity over the next few years.

5.2.4 Non-Formal Education

Study to examine the level of NFE Monitoring and Evaluation System:

The main focus of the study was to examine the existing monitoring and evaluation system and flow of information in the NFE and formal primary educations of Bangladesh. A specific concern of the study was to identify the monitoring indicators used in both the systems in country. Through this study, a number of monitoring and evaluation indicators have been identified and an effective M&E system has been suggested to assess the progress and achievement of NFE in Bangladesh.

Development of Literacy Programs in Mother Tongue:

The development of literacy of ethnic minorities of Bangladesh is a neglected area of intervention. There is added reality that a majority of the ethnic groups have no symbolic system or alphabets in their language, which presents a formidable challenge. The Oraon, an indigenous community of northwest Bangladesh was selected for an in-depth study by a local NGO ASHRAI. The objective of the study was to develop educational materials in Sadri language for primary level as well as field test and review the materials. The project also included training programs for the trainers and teachers who would be using the materials in classroom instruction.

A Study on Situation of Out-of-School Adolescents of Bangladesh:

The main purpose of the study was to assess the situation of the out-of-school adolescents from the perspective of education and their psycho-social well being with particular emphasis on girls. The study made an in depth assessment of the situation of adolescents with reference to,

level of literacy
occupation
facilities available
personality type
daily life
social status
health and marital status and
opportunities and threads

The study findings presented significant insights for future direction and policy planning guidelines for the adolescents.

Ethno Linguistic Study in Chittagong Hill Tracts:

Based on experience of the study of literacy in mother tongue, UNESCO is providing support to a full study on Ethno Linguistic situation in the Chittagong Hill Tracts (CHTs). Focus of this is on mapping of linguistic distribution among a dozen of the major ethnic groups, development of learning materials and training of trainers. The objective of the study is to provide education in mother tongue but with the use of the Bangla alphabet. This activity is part of a multi-UN agency program for the CHTs.

Establishment of a Community-based Science Centre:

A community-based science centre has been constructed at Modhupur upazila in Tangail district. The center has been planned to promote community development through lifelong learning in the community and to provide adolescent girls access to non-formal science education and increase community awareness on natural science. The centre has provision to provide NFE science education and training on

solar panel
arsenic test
improved oven and
water filtering

to 700 adolescent girls after completion of basic literacy courses. Further, it provides facilities for coordinating and sharing experiences of the 10 community learning centres (CLCs) in that upazila.

Training Workshop on Sub-Regional Network of Non-Formal Science Education and

Popularization of Science: A sub-regional training workshop on network of NF science education and popularization of science was organizwd from 27-29 July 2002 through the BNCU. The objective of this training workshop was to exchange information on existing resources in non-formal science education and popularization of science through curriculum, manuals, training kits, audio-visual materials, TV and radio programs.

Survey of Street Children and Employment Market:

A Vocational Training Institute for Working Children (VTIWC) has been established through UNESCO support by Dhaka Ahsania Mission (DAM). A needs assessment study of Street and Working Children, and their Employment Market was conducted in February 2002. Based on the findings of this study DAM implemented a UNESCO supported vocational skill training project for 300 street and working children in the VITWC and arranged job placement for trained children.

Literacy and Skill Training Pilot Project for Rickshaw Pullers:

UNESCO Dhaka conducted a study of the rickshaw pullers in a limited and selected area of the Dhaka city covering their socio-economic status and demographic aspects in 2004. This study identified 500 rickshaw pullers interested to acquire literacy and other selected skills for alternative employment. Based on the findings of the study UNESCO Dhaka in collaboration with DAM has been implementing a pilot project of literacy and vocational skills training in six areas for 140 rickshaw pullers from March-October 2005.

Publication of Basic Education Studies:

As part of campaign to ensure wide dissemination, enhanced visibility and recognition to educational research and research findings, UNESCO Dhaka has published in a summarized form 8 (eight) selected basic education studies. The eight reports have been published in one volume and are being disseminated to educators, education policy planners and others interested in basic education and development. The of the studies are,

A National Case Study on Delivery of Early Childhood Services
A study on the Status of Public and Private Schools in Bangladesh
Equivalence of FPE and NFE Competencies
A visit to classroom study
A study to examine the level of NFE Monitoring and Evaluation System
A study on Situation of Out-of-School Adolescents of Bangladesh
Survey of Street Children and Employment Market and
Ethno Linguistic Study in Chittagong Hill Tracts

5.2.5 Inclusive Education
To highlight the issue of inclusive education in the context of Bangladesh, a project was undertaken by UNESCO Dhaka. With the overall purpose of promoting inclusive approaches to education at the primary level, a study has been conducted for identifying opportunities and challenges in the existing primary education. The findings of the study was presented and disseminated through a national seminar in December 2003. Based on the findings of the study apposition paper on inclusive education has been prepared for the consideration of the Government. The UNESCO Inclusive Education Teachers Guide has been translated into Bangla for using as a guide in selected schools.

Pilot Project on Inclusive Education in Bangladesh:

A pilot project with support from UNESCO Dhaka has been implemented in a regular school of Underprivileged Children Education Program (UCEP) in Chittagong in order to develop an appropriate inclusive approach. In this pilot project, 200 children with special educational needs have been provided general education up to grade IV.

5.2.6 TVET Policy Reform:
TVET is a large underdeveloped area in the national education policy of Bangladesh. The enrolment in TVET is only 2% of the total students in the secondary and tertiary level of education. UNESCO enlisted two short-term TVET consultants to provide technical support in planning and organizing a National Consultative Meeting which was held on 11-12 January 2003. The recommendations of the meeting have since been submitted to the Ministry of Education for their consideration in reforming the TVET policy. A project proposal submitted by Ministry of Education funded by JFIT for the training of TVET teachers has been approved by UNESCO for providing skill training to 600 TVET teachers. The project will be implemented by UNESCO Dhaka in the biennium 2004-2005.

Comprehensive Drug awareness, Treatment and Rehabilitation Centre:

In recent years, the incidence of drug use and trafficking has been increasing both in volume and frequently in Bangladesh. Recognizing the urgent need for drug awareness, treatment and rehabilitation, UNESCO with support from AGFUND, is establishing a 50-bed multidisciplinary centre. Dhaka Ahsania Mission is responsible for the construction and running of the centre. The centre will publish information, education and communication materials on drug awareness, as well as train master trainers, volunteers and students, and sensitize schoolteachers, parents and community leaders about the growing problems.

5.2.7 HIV/AIDS Preventive Education

National Seminar cum Training Workshop on HIV/AIDS Prevention Education:

The Director General of UNESCO stated that preventive education against HIV/AIDS is a key part of the drive for EFA. UNESCO Dhaka through Bangladesh National Commission for UNESCO organized three training workshops on HIV/AIDS preventive education in Dhaka, Chittagong and Rajshahi division. A total of 150 teachers and education officers from government department, institutions and NGOs were trained in HIV/AIDS prevention education.

Mosque-base HIV/AIDS Awareness Program in Rural Bangladesh:

A project has been undertaken to train Imams (mosque-based religious leaders) to inform their followers about prevention of HIV/AIDS. Mosques are important institutions in the religious and social fabric of daily life in Bangladesh. Young and old gather for prayer where HIV/AIDS issues were included in Imams’ religious speeches. The purpose of the project is to motivate and educate Imams on HIV/AIDS issues in a culturally and religiously acceptable way to educate rural youth about the disease and its prevention was very successfully achieved. A national NGO implemented this project. Based on the good experience and success of this project UNESCO Dhaka signed a second project with this NGO, for implementation through the Mosque Imams covering new rural areas.

5.2.8 Cross-Cutting Theme

Breaking the Poverty Cycle of Women: Adolescents Girls as Agents of Social Change:

The objective of this project was to empower the marginalized and vulnerable adolescent girls to become the agent of social transformation through providing education, skill training, micro-finance facilities, science education and communication information services. The project addressed the needs of 1000 poor adolescent girls and young women through 30 Community Learning Centers in Tangail and Norshingdi district. Two national NGOs – Dhaka Ahsania Mission (DAM) and Nari Maitree (NM) implemented the project. The project had three components,

Education and Micro-finance
Science Education and
Communication Information

Countesy: UNESCO Dhaka
Under Education and Micro-finance facilities, targeted adolescent girls were providing with literacy and non-formal education, skill training, micro-credit, basic and reproductive health education and services, family life, legal and gender education

Two Community Science Centers have been established for providing science education and activity based training to the adolescent girls on solar panel, arsenic test, improved oven, solar dryers and water filtering.
Under Communication Information, computers with provision of Internet connectivity have been installed in the two community Science Centers to educate the adolescent girls in communication information and its use in their daily lives.

5.2.9 International Day Observation

International Literacy Day 2002:

The Ministry of primary and Mass Education celebrated the International Literacy Day 2002. Begum Khaleda Zia, the Honorable Primary Minister of the Government of People’s Republic of Bangladesh inaugurated the International Literacy Day2002. Ministry of Primary and Mass Education organized rally with about 6000 children including boy’s scout, girls guide and students from different educational institutions and a seminar on 8 September 2002. An exhibition was organized from 5-8 September on literacy materials with 26 Government and NGO stalls at Bangladesh National Museum. Newspapers published supplements on 8yh September. Discussion programs were organized about the importance of literacy and basic education and there were Radio and TV programs.

Celebration of EFA Week 2003:

Ministry of Primary and Mass Education, Dhaka Ahsania Mission and Campaign for Popular Education organized different activities including EFA Fair and “World’s Biggest Lesson”. Posters for social mobilization in favor of girls’ education were launched and programs broadcasted in National Radio and Television. Ministry of Primary and Mass Education and NGOs organized rallies, discussion meetings, seminars and debates throughout the country. Special EFA supplements were published in daily newspapers.

International Literacy Day 2003 and Launching of UN Literacy Decade 2003-2012:

Begum Khaleda Zia, the Honorable Prime Minister of Government of the People’s Republic of Bangladesh inaugurated the international literacy day 2003 and launch the UN literacy decade 2003-2012 on 8september 2003. The ministry of primary and mass education organized these events. The events organized by the ministry of primary and mass education from 8 to 10 September 2003 were,

rally with officials
boy’s scout,
girls guide and students all over the country
folk songs and street dramas
docume3ntaries in the cinema halls
execution of literacy materials and
a cultural evening with dance and songs.

NGOs also organized different events at the national and district levels on different aspects relating to literacy and non-formal education.

International Women’s Day:

Ministry of Education observed the International Women’s Day on 8^th march 2003. Bangladesh National Commission for UNESCO organized various activities like workshops, seminars with the participants from all levels including GOs and NGOs. The theme of that year’s International Women’s Day celebration was Maternal Health of Women.

World Teacher’s Day 2003:

UNESCO Dhaka and Bangladesh national commission for UNESCO (BNCU) jointly celebrated the World Teacher’s Day 2003. The main focus of that was the importance of teachers in contemporary society. To mark this day BNCU organized different activities- a seminar followed by round table discussion and at the end, a musical events focusing the importance of the teachers in this society.

5.2.10 Natural Science

Local and Indigenous Knowledge (LIMA) Systems in a Global Society:

The objective of that pilot project implemented by a local NGO was documentation and application of indigenous knowledge and practices for inclusion in development initiatives, education and research. The activities of the project included steps to identify and document indigenous knowledge and practices in Charan (Tangail districts) and to highlight the need for appropriate research technique in the collection of indigenous knowledge.

5.2.11 Communication and Information

Observation of Press Freedom Day 2003:

To observe the World of Press Freedom Day, Mass-line Media Center organized a day long program on 3 may 2003. The Mass-line Media Center with the support of UNESCO published posters and stickers reflecting the significant of the World Press freedom Day as campaign material and circulated all over the country through the local journalists and civil societies. The poster contained a chronological data on killing of journalists from the year 1998 to 2003. Six types of stickers were published with slogans like,

Free flow of information to establish the truth
Punishment for journalists killers
Reforms the “Official Secret Act” for building awareness for free press in the country.

5.2.12 Culture Sector Activities
(a) Intangible Heritage

Music Conference 2002:

Under the participation program, Bangladesh National Commission UNESCO (BNCU), UNESCO Dhaka, and Government Collage of Music organized the first National Music conference from 21-25 September 2002. The slogan of the conference was “Music for Humanity”. A brochure was published on the occasion featuring remarkable scholarly writings on music and diversified cultural heritage of Bangladesh. The conference mainly focused on four special categories of music,

Classical Music
Rabindra Sangeet
Nazrul Sangeet and
Lok Sangeet and Baul Style

Prominent music scholars from all over the country discussed selected themes on music in a panel discussion each day before starting the musical events

Education Programs on arts for street children’s:

UNESCO Dhaka organized a music event on 10 June 2003 with Bangladesh Lok Sangeet Kendro for the street and working children. The event was arranged in the context of basic education on arts and music. The prime objective of the event was to ensure access for street and working children to the field of arts and music with a view to enlarging and enriching their cultural education.

Traditional Rural Music Festival 2003:

Bangladesh is very rich in traditional rural music as well as regional tradition for verities of rural songs. Bangle Rural music with its vivacious presentation has a much appeal on the people over the centuries and continues to do so. To promote this music culture, UNESCO Dhaka office in collaboration with Bangladesh Shilpakala Academy organized a 4 day long rural music festival from 25028 June 2003 at the Shilpakala premises. Mrs Selima Rahmabn,the Hon’ble State Minister for Cultural Affairs, inaugurated the festival on 25 June 2003. About 90 Baul singers performed in front of 1000 of enthusiastic listeners in different events of rural music festival.

Countesy: UNESCO Dhaka

Festival on “Songs of Hundred Mystic Poets”:

A music festival and title “Songs of Hundred Mystic Poets” was organized with the support of UNESCO by Bangladesh Lok Sangeet Porishad from 6-8 December 2003. A good collection of songs of 100 mystic poets of Bengal were presented in that program. The main objective of the program was collection, preservation, research, practice and expansion of a specific type of rural music based on mystical poetry.

Publication:

UNESCO in collaboration with international center for study of Bengal art (ICSBA) has published a book on recent development in the history of Bangle art. The book consist of article of scholars of Bangladesh on various topics like, painting , sculpture, motifs and symbols, bangle inscription, architecture, rituals and few excavation reports.

Research:

To develop special documentary in the field of historical and culture related activities the following two research projects are carried out-
–The history of East India Company in Bangle and
-The three Bangle poets: Abbassidin, Jshimuddin and
Zainul Abedin
The first project is examining the early and formative phase of the East India Company and it collects extensive source material.The second project will identify, collect and catalogue the source materials such as original word, monographs and essays, paintings, reproductions, recording of poetic recitation and rural songs of the poets.
(b) Tangible Heritage

Mission to Paharpur Vihara World Heritage Site:

Two UNESCO Reactive monitoring missions took place to examine the present status of the Paharpur Vihara World Heritage Site. First mission was carried out in October 2002 and the second reactive monitoring mission in February 2003. The prime objectives of these missions were to examine the present status and determine the future policy needed for the protection and preservation of the World Heritage site.

Countesy: UNESCO Dhaka

UNESCO Mission to The Bagerhat City of Mosques World Heritage Site:

An UNESCO monitoring mission took place in May 2003 to examine the present status of the Bagerhat City of Mosques World Heritage Site. The mission mainly focused on- present status of the Mosque in Bagerhat and examined the state of conservation and maintenance, availability of tourism facilities in and around the World Heritage Site. The mission also examined the Kodla Math and its future possibility to include this unique architecture among the group of monuments in Bagerhat Worlsd Heritage Site.

Kantaji Temple National Heritage Site:

A mission from UNESCO Dhaka went to Dinajpur in June 2003 to examine the present status of the Kantaji Mandir, a Navaratna Style Temple in Dinajpur.

Countesy: UNESCO Dhaka

The temple is a National Cultural Heritage Site of Bangladesh. Over the centuries, the local Hindu community has not only been using the temple for religious purposes, but also taking care of the temple. Recent surveys have shown that the site has deteriorated due to environmental reasons, as well as for continuous human impact.

Promotion of traditional folk and rural music of Bangladesh:

I. Traditional & rural music of Bangladesh: Bangladesh is also known for its individual music style in the region like Gomvhira in Chapinobabgonj, Bhawaiya from greater Rangpur, Palagan from Lalmonirhat etc. This pilot project focused on local varieties of traditional music, identified and describes local forms of traditional song, collection of lyrics, documentation; collect the name of popular local artist etc.

II. Music festival on indigenous people’s in traditional music2004: With a view of safeguarding and promoting intangible cultural heritage of Bangladesh, UNESCO, arranged music festival on indigenous people’s traditional music as part of digital documentation and save garden campaigned of traditional music of indigenous peoples of Bangladesh.

III. Baul festival 2004: With a view to safeguarding and promoting intangible cultural heritage of Bangladesh, UNESCO organized one Baul festival in 2004.

IV. Baul festival 2005: In continuation of UNESCO mended for promotion, renewal of traditional folk songs and forms of Bangladesh, UNESCO has arranged another Baul festival in join collaboration with Shilpocola Academy in April 2005.

Classical music:

I. Classical music night: As part of the promotional music forms and practice in Bangladesh, a music night on classical music is scheduled on 4^th October 2004.
II. Classical music conference focusing on intercultural and inter-religious dialogs: As part of inter cultural dialogues on region, this office organized a music conference on inter-religious dialogues.

Traditional dance festival:

Bangladesh is known for various traditional classical, rural and indigenous dances. To protect and promote these living arts and their contribution to human developments and social cohesion UNESCO Dhaka organized a program on various dance styles.

Cultural mapping of music instrument of the indigenous peoples of Bangladesh:

In 2004 the indigenous people decade 1995-2004 ended. To mark this year, UNESCO arranged extensive field work base research study on music instruments of indigenous peoples of hill tracks region of Bangladesh. It was held on July 2004- March 2005.

5.2.13 Cross-Cutting Theme

Craft as window for job opportunity for poorest youth:

The main objective of project“Craft as a window for job opportunity for poorest youth” was revival and preservation of traditional crafts. Two NGOs implemented the project and conducted the training. The main areas of the training were on- raw material processing, dying, finishing, costing, and marketing, fabric painting and bamboo and cane goods making and wax production in Sylhet ands traditional handloom in Sherpur district. This project included theoretical instruction, practical training, fields visits ands an exhibition of items produced by the students during the training period for public information and awareness of policy makers.

CHAPTER-THREE: Analysis ands Findings of the Report

6. My Activities and Findings from UNESCO
In my three month internship period I was involved with the activities of UNESCO, Dhaka which are based on education and culture. In educational sector different projects are going on from which I was involved with some of them and in culture also so. I have done the task of data compile about the educational status of Bangladesh from the study of UNESCO at different time. Sometimes I also visited some project areas of UNESCO and have observed the impact of those projects in society. In cultural side my involvement was to collect the information about cultural organization that are attached with the preservation of Bengali Music and culture and also have given a follow up in the overall cultural activities of UNESCO. Some basic concepts are needed to describe before describing my activities.

6. (a) CLC: The Community Learning Center (CLC) project undertaken by Dhaka Ahsania Mission (DAM) with support from UNESCO PROAP for the period 1998-2002 within the framework of APPEAL with financial assistance of Japan and Norway covered 18 countries including Bangladesh. CLC is conceived primarily as a local educational institution (outside the formal education system) set up and managed by local people to provide various learning opportunities for community development and improvement of quality of life of the people in operation areas. CLC, the new type of institution for continuing education, is also supposed to create opportunities for empowerment of the poor people, especially the disadvantaged women, and promotion of their social transformation.

Countesy: UNESCO Dhaka
CLCs are locally managed institutions and are designed to meet the local needs and expectations. They render services to both their members and non-members and provide basic education for the illiterates, continuing education for the neo-literates and skill training for all. They offer ad hoc need-based training activities, in cooperation with other government or non-government agencies. A major function of the CLCs is to bring people of a community together for enabling them as a community network with NGOs and government and organizing access to services that are available to them. CLCs also operate as information resource centers and library (stocked with easy-to-read materials, newspapers and magazines) and recreation centers for the poor segments of the local population. Theoretically, CLCs follow six basic ideas of APPEAL, the Asia Pacific Program of Education for All, which are:

post literacy;
balancing general and technical education;
income generating activities;
improvement of the standard of living;
promotion of personal qualities and talents; and
Development of new skills and knowledge to match future requirements.

The CLC activities can be classified into five groups, such as (a) basic literacy, (b) post-literacy and continuing education, (c) skill development related to employment and IGA, (d) social mobilization, and (e) cultural development. The literacy program is exclusively for illiterates while the others are for all groups.

CLCs are usually multipurpose centers for their members, as well as for the local community as a whole. The different uses of the centers (according to some revealed priority) are: meeting place for savings and credit activities, education center/school, recreation area, library and reading place, place for socializing, venue for skill training, place for religious ceremonies, emergency shelter, venue for workshops and training, place to discuss problems and settle conflicts, occasional health center, and venue for weeding ceremony.

The UNESCO supported APPEAL CLC project in Bangladesh “Organization of Community Learning Centers for Lifelong Learning and Community Development” has been implemented by DAM, an NGO and member of the APPEAL Training and Research Consortium. The project provided support for establishment of 45 Ganokendras (literally, community centers, which are in fact, centers for literacy and continuing education, the field operation unit of DAM) in Narsinghdi district as post literacy centers and lifelong learning centers, focusing particularly on income generating activities and improvement of quality of life through various programs, including especially those relating to healthcare and nutrition.
The main objectives of GK activities are to:

contribute to poverty alleviation through literacy, continuing education and life skill training;
enhance income of the target population;
empower the poor (especially, the distressed women) in terms of their social and economic position; and
sensitize them on their entitlement.

6.(b) TVET: Technical Vocational Education Training is a kind of non-formal education. Bangladesh is striving hard to emphasize TVET for empowering its burgeoning population, especially the girls and females, by providing them life skills and know-how. Bangladesh is thus trying to raise its national productivity and competitiveness through the currently relevant traditional as well as newly emerging knowledge skills. One of the major objectives of the proposed Regional Centre for TVE is to make an extensive use of the pooling and sharing of expertise and experiences from the region together with best practices for enabling the countries in the region to benefit from regional/sub-regional cooperation in TVET.
Now I will elucidate my activities and findings. As I worked in two different areas I will try to describe activities and findings of each area separately.

Education Sector

Visit to CLCs:

From 16-20 July 2005 I have visited some CLCs with five NGO representatives from Pakistan. The visit purpose, objective and finding have been stated below.

Purpose of the visit:

CLCs (Gonokendra) programme run by Dhaka Ahsania Mission (DAM) and Nari Maitree (NM) with the financial and technical support of UNESCO-Dhaka was visited by five NGO representatives from Pakistan. They visited the CLCs and CRCs from 16^th to 20^th July; 2005.I was involved with the team as a UNESCO representative on 16^th, 17^th and 20^th July, 2005. The main purpose of the visit of Pakistani team was to see and learn about planning, processes, implementation and sustainability of the CLCs and CRCs in Bangladesh. Identifying the complex situations and problems in implementing the CLC project was the concern matter of my visit. The impact analysis of the CLCs on the life of the beneficiaries was also a notable obsession to me. Except these I was also involved in interpreting. It was within my job to make the Pakistani team understand what the people were saying and also to make the people clear about Pakistani team.

6.1.2 Objective of the visit:

The main objective of the visit was to go through the CLC and CRC project to identify the following matter-

The objective and purpose of the CLC & CRC
The activities they are doing
Local participation and acceptance of the project
The problems they are facing

Ajoy Ganokendra,Modhoshilmandi,Norsingdi:
Activities-

Adult Literacy and Continuing Education
Micro Finance
Adolescent Reproductive health

Strengths –

Socio-economic empowerment through integrated learning of,

-Basic Education
-Computer Training
-Making of special cooker
-Training on poultry firm
-Awareness programme on health and care

Co-operation and contribution from local community
Facility on micro credit loan
Willingness of the people to learn
Facility on micro credit loan

Weakness

Trainers are not so educated and efficient
Lack of financial capacity

Shilmandi Papri CRC, Shilmandi, Norsingdi:

Activity

Advocacy centre for Ganokendra
Responsible for the activities of Ganokendra
Co-ordinate, organize, mobilize the support for Ganokendra

Strength

A specified administrative structure
Community participation is very high
Need based working initiatives for running CLCs
Application of basic science and applied science

Weakness

Trainers are not so educated and efficient
Lack of financial capacity
Computer and science building is not pakka house so security problem is here
Computer and science instrument is not sufficient
Most of the CRCs are not registered

Prodeep Ganokendra, Kandapara, Madhobdi:
Activity

Adolescent literacy & continuing education
Adolescents reproductive health

Strength

Life oriented training
Good location
Confident and potential learners and local staff
Providing educational services through academic sessions, co-curricular activities and customs, culture and folk
Making the adolescent girls and women self dependent

Weakness

Poor monitoring
Shortage of trainers
Lack of financial support

Dhalpur Adolescent Development Programme of NM:
This program is concerned with the integrated education, health and capacity building for adolescent girls in Bangladesh.
Goal of the project:
To improve the overall situation and quality of life of the adolescent girls through an integrated program of education, health and capacity building.

Countesy: UNESCO Dhaka
Objective of the project
The project objectives are as follows:

To educate, motivate and mobilize adolescent girls to improve their standard of life.
To raise awareness and reoriented adolescent outlook on life through adolescent family life education.
To aware the community people about the basic rights of life, adolescent issues, environment pollution, health care, hygiene and sanitation, STDs ands HIV/AISDS.
To provide life skill training to adolescent girls ands follow-up after skill training for gainful employment and undertaking small enterprises.
To organize 15 adolescent girls in each group on an average to engage them in education, learning and practicing about personal health and hygiene issues ands other training activities for personal development.
To motivate ands mobilize adolescent girls to develop their savings habit.
To create awareness among the newly married couples (former adolescent) on family life and gender issues.
To develop participating and leadership capabilities by providing leadership and management training for the adolescent girls.
To provides credit support to adolescent girls for undertaking income generation activities.
To aware adolescent girls about their human and legal rights.

Project Activities:

Baseline survey
Provide Adolescent Family Life Education
Basic and Reproductive health service
Skill training
Human development and leadership training
Mobilize group savings
Credit Disbursement
Linkage with market
Group Information and Development
Community meeting
Observation of special day
NFE Session
Cultural programme

Strength

Appreciable initiative to improve the life standard of slum people
Making the adolescent girls aware and self depended
Micro credit loan facility

Weakness

The project covers very small area but the area of slum is very large

Vocational Training Institute for working children of DAM, Mirpur, Dhaka
In the big cities particularly in the capital city of Dhaka many children of the poor families are to take up arduous jobs under compelling circumstances to support themselves ands their families. These poor children are to do strenuous jobs for years together to learn a trade with no prospects for improvement of their situation and subsequently in their adult life, their suffering continues. If some trade training could be imparted to them, they could learn the trade within a short time and improve their situation with better prospects for their future life. Science due to economic pressure the children of the poor family are to engage in some sort of work for survival, it is difficult to uproot them from their present occupation for any sort of training programme. In such a situation, it is necessary to make provision for a system of training, which the working children may take up while continuing in their present work, may it be a wage employment or self-employment. On the above background SDAM has established the Vocational Training Institute for working children (VTIWC) with the initial assistance from UNESCO.

Countesy: UNESCO Dhaka
Objective
The objectives of the VTIWC, among others, are the following:

To provide vocational training to the working children
To provide opportunities for training without displacing the trainees from their work place
To enable the working children to take training courses according to their needs and their convenient time
To enable the NFE graduates and school dropouts to get vocational education and training

Activities:
They provide training on-

Electric House Wiring
Refrigeration & Air Conditioning
Dress Making & Tailoring
Audio-Video Mechanic
Embroidery
Plumbing & Pipe Fitting
Masonry & Rod Binding
Block-Batik

Strength

A good opportunity for the working children
Good management team for running the project
Efficient and potential trainers

Weakness

Logistic support for training is not sufficient
The girl’s participation is very low except tailoring, beautician and food making

6.1.3 Outcome of the Visit:
The visit was a gateway to know about culture, lifestyle, norms, values; economic condition of the village people. And on the basis of that, the CLC as well as CRC project is going on. From the overall visit I have been informed about the following things-

It is an awareness programme through which the illiterate rural people is becoming aware of the

-importance of education
-necessity for acquiring life skill
-health and sanitation etc.

It is also a woman developing project. The women are

-becoming aware about their rights
-learning various need-base works
-getting support to become self-sufficient
-becoming alert about marriage registration, family
planning, pregnancy etc.

The CLC programme of DAM and NM supported by UNESCO Dhaka is a successful initiative with innovative and operational approach to facilitate the learning opportunities at grassroots community level. It is an appreciable step to improve the overall situation and quality of life of the adolescent boys and girls through an integrated programme of education, wealth, capacity building etc.

Preparing Working Material for NFE

This task is a part of NFWE programme. The purpose of the programme is “Strategic Capacity Building of NGO ands GO Mid-level Staffs in Literacy/Skills Programmes with Special Focus on Illiterate Women in Rural Area”. The expected quality of training provided to a large number of mid-level literacy managers, specially the reorientation of projects on improved access for women to literacy and skills training will have immediate and long term results at the grass root level.
6.2.1 Outcome:
Outcome of implementation of this project will be a total of 30 core trainers with appropriate competencies in the five key areas of,

Planning and Management
Materials Development
Monitoring and Evaluation
Post-literacy and
Role of Teachers/ Facilitators

6.2.2 Working Materials:
I. Assessment of Achievement of the Divisional Workshop on Planning and Management of Literacy/NFE.

Sl. No.	Assessment Area	Scale
Sl. No.	Assessment Area	1	2	3	4	5
A	Analysis of planning processes by SWOT
B	planning processes of the organization
C	steps in planning
D	NFE planning structure
E	needs assessment
F	analysis of the needs assessment data
G	planning NFE programme/project
H	Assessment of the quality of NFE programme/project

Sl. No.	Assessment Area	Scale
Sl. No.	Assessment Area	1	2	3	4	5
A	Analysis of planning processes by SWOT
B	planning processes of the organization
C	steps in planning
D	NFE planning structure
E	needs assessment
F	analysis of the needs assessment data
G	planning NFE programme/project
H	Assessment of quality of NFE programme

Sl. No.	Assessment Area	Scale
Sl. No.	Assessment Area	1	2	3	4	5
A	Analysis of planning processes by SWOT
B	planning processes of the organization
C	steps in planning
D	NFE planning structure
E	needs assessment
F	analysis of the needs assessment data
G	planning NFE programme/project
H	Assessment of the quality of NFE programme/project

Serial	Strong points	Weak points	Remarks
1
2

II. Assessment of Achievement of the Divisional Workshop on Development of Learning Material of Literacy/NFE.

The main purpose of the assessment is to find out the strength and weakness in the planning and organization, presentation of the facilitators, scope and extent of participation, and learning outcome of the workshop. (Give your rating using X on the 5-point scale, starting 1 with highest value and 5 lowest for items 1-3 below).
1. Rate the planning, delivery and the art of ensuring participation of the participants in the process of presentation and facilitation about the learning materials:

Sl. No.	Assessment Area	Scale
Sl. No.	Assessment Area	1	2	3	4	5
A	Identification of need for learning material
B	Types of learning materiel
C	Steps in learning material development
D	Needs assessment for learning material
E	Preparation of curricular unit
F	Development of learning material
G	Finalization and printing of learning material
H	Evaluation of learning material

2. Give your opinion on the level of your participation during the delivery by facilitator, and in group work monitoring and analysis of the learning materials:

Sl. No.	Assessment Area	Scale
Sl. No.	Assessment Area	1	2	3	4	5
A	Identification of need for learning material
B	Types of learning materiel
C	Steps in learning material development
D	Needs assessment for learning material
E	Preparation of curricular unit
F	Development and of learning material
G	Finalization and printing of learning material
H	Evaluation of learning material

3. Present the level of learning achievement in the main areas of deliberation of the workshop

Sl. No.	Assessment Area	Scale
Sl. No.	Assessment Area	1	2	3	4	5
A	Identification of need for learning material
B	Types of learning materiel
C	Steps in learning material development
D	Needs assessment for learning material
E	Preparation of curricular unit
F	Development and of learning material
G	Finalization and printing of learning material
H	Evaluation of learning material

4. Write briefly your opinion, comments and suggestions about the planning and organization of the workshop, methodology used available facilities and others you find appropriate either in Bangla or in English.

Serial	Strong points	Weak points	Remarks
1
2

III. Assessment of Achievement of the Divisional Workshop on Monitoring and Evaluation of Literacy/NFE.
The main purpose of the assessment is to find out the strength and weakness in the planning and organization, presentation of the facilitators, scope and extent of participation, and learning outcome of the workshop. (Give your rating using X on the 5-point scale, starting 1 with highest value and 5 lowest for items 1-3 below).
1. Rate the planning, delivery and the art of ensuring participation of the participants in the process of presentation and facilitation of the learning processes:

Sl. No.	Assessment Area	Scale
Sl. No.	Assessment Area	1	2	3	4	5
A	Organizations monitoring process
B	Monitoring and evaluation
C	Preparation of monitoring plan
D	Preparation of monitoring report
E	Monitoring indicators
F	Monitoring tools
G	Needs assessment
H	Data analysis and preparation of monitoring report

2. Give your opinion on the level of your participation during the delivery by facilitator, and in group work, data collection and analysis, and preparation of the monitoring report:

Sl. No.	Assessment Area	Scale
Sl. No.	Assessment Area	1	2	3	4	5
A	Organizations monitoring process
B	Monitoring and evaluation
C	Preparation of monitoring plan
D	Preparation of monitoring report
E	Monitoring indicators
F	Monitoring tools
G	Needs assessment
H	Data analysis and preparation of monitoring report

3. Present the level of learning achievement in the main areas of deliberation of the workshop

Sl. No.	Assessment Area	Scale
Sl. No.	Assessment Area	1	2	3	4	5
A	Organizations monitoring process
B	Monitoring and evaluation
C	Preparation of monitoring plan
D	Preparation of monitoring report
E	Monitoring indicators
F	Monitoring tools
G	Needs assessment
H	Data analysis and preparation of monitoring report

Serial	Strong points	Weak points	Remarks
1
2

IV. Assessment of Achievement of the Divisional Workshop on Planning and Management of post-literacy programme.

The main purpose of the assessment is the find out the strength and weakness in the planning and organization, presentation of the facilitators, scope and extent of participation, and learning outcome of the workshop. (Give your rating using X on the 5-point scale, starting 1 with highest value and 5 lowest for items 1-3 below).
1. Rate the planning, delivery and the art of ensuring participation of the participants in the process of presentation and facilitation of the post-literacy programme:

Sl. No.	Assessment Area	Scale
Sl. No.	Assessment Area	1	2	3	4	5
A	Post literacy programme
B	Post literacy and development
C	Needs assessment for post literacy
D	Post literacy planning
E	Post literacy material development
F	Management of post literacy centre
G	Supervision and monitoring of post literacy programme
H	Post literacy programme evaluation

2. Give your opinion on the level of your participation during the delivery by facilitator, and in group work, data collection and analysis, and preparation of post-literacy project:

Sl. No.	Assessment Area	Scale
Sl. No.	Assessment Area	1	2	3	4	5
A	Post literacy programme
B	Post literacy and development
C	Needs assessment for post literacy
D	Post literacy planning
E	Post literacy material development
F	Management of post literacy centre
G	Supervision and monitoring of post literacy programme
H	Post literacy programme evaluation

3. Present the level of learning achievement in the main areas of deliberation of the workshop

Sl. No.	Assessment Area	Scale
Sl. No.	Assessment Area	1	2	3	4	5
A	Post literacy programme
B	Post literacy and development
C	Needs assessment for post literacy
D	Post literacy planning
E	Post literacy material development
F	Management of post literacy centre
G	Supervision and monitoring of post literacy programme
H	Post literacy programme evaluation

Serial	Strong points	Weak points	Remarks
1
2

V. Assessment of Achievement of the Divisional Workshop on Role of Facilitator

The main purpose of the assessment is to find out the strength and weakness in the planning and organization, presentation of the facilitators, scope and extent of participation and learning outcome of the workshop.(Give your rating using X on the 5-point scale, starting 1 with highest value and 5 lowest for items 1-3 below)
1. Rate the planning, delivery and the art of ensuring participation of the participants in the process of presentation and facilitation of the learning processes:

Sl. No.	Assessment Area	Scale
Sl. No.	Assessment Area	1	2	3	4	5
A	FE and NFE
B	Need for Facilitator
C	Planning Lesson for Delivery
D	Learning Strategy
E	Use of learning Material
F	Achievement Assessment
G	Remedial Learning Strategy
H	Evaluation of Training Programme

2. Give your opinion on the level of your participation during the delivery by Facilitator, and in group work, data collection and analysis, and preparation of the monitoring report:

Sl. No.	Assessment Area	Scale
Sl. No.	Assessment Area	1	2	3	4	5
A	FE and NFE
B	Need for Facilitator
C	Planning Lesson for Delivery
D	Learning Strategy
E	Use of learning Material
F	Achievement Assessment
G	Remedial Learning Strategy
H	Evaluation of Training Programme

3. Present the level of learning achievement in the main areas of deliberation the Workshop

Sl. No.	Assessment Area	Scale
Sl. No.	Assessment Area	1	2	3	4	5
A	FE and NFE
B	Need for Facilitator
C	Planning Lesson for Delivery
D	Learning Strategy
E	Use of learning Material
F	Achievement Assessment
G	Remedial Learning Strategy
H	Evaluation of Training Programme

4. Write briefly your opinion, comments and suggestion about the planning and of the workshops either in Bangle or English:

Serial	Strong points	Weak points	Remarks
1
2

6.3 Data Compiling
I have done some work on data compiling. UNESCO has some own documents about the educational scenario of Bangladesh and also have governmental estimate. By using all these documents I have prepared an assessment of the literacy rate according to level of education, sex, area etc. I also have made a review of the educational status of Bangladesh at University level-both Government and Private. These are the followings:

Table 1: Population Completed Different Levels of Education in Bangladesh
(In 000)

	Class (I-V)		Class (VI-IX)		S.S.C &H.S.C		Degree &Above
	Number	Percent	Number	Percent	Number	Percent	Number	Percent
Both sexes	33902 54.72		17968 29.00		8277 13.36		1812 2.92
Male	17891 52.19		9529 27.80		5429 15.84		1426 4.16
Female	16011 57.83		8439 30.48		2848 10.29		387 1.40

Fig.1: Population Completed Different Levels of Education in Bangladesh

The table and figure represents persons completed different levels of education both numerical and percentage in accordance with their sex. The percentage of male in primary and secondary level which is 52.19% and 27.80% is less than the percentage of female. But in higher secondary the percentage of female has declined and it has become 10.29%. And finally in degree & above the percentage has drastically declined to 1.40%.

Table 2: Population Completed Different Levels of Education in Bangladesh
(UrbanArea)

(In 000)

	Class (I-V)		Class (VI-IX)		S.S.C &H.S.C		Degree &Above
	Number	Percent	Number	Percent	Number	Percent	Number	Percent
Both sexes	437 42.06		5280 29.86		3724 21.06		1239 7.01
Male	4006 39.42		2860 28.15		2349 23.11		947 9.32
Female	3431 45.64		2420 32.19		1375 18.29		292 3.90

Fig. 2: Population Completed Different Levels of Education in Bangladesh (UrbanArea)

This figure represents the total number of people by sex who have completed different levels of education. In urban area the condition is similar to the total Bangladesh. Here also female education rate is higher than male in primary and secondary level. In primary level male is 39.42% and female is 45.64%; and in secondary level male is 28.15%, female is 32.19%.But in higher secondary and degree level the percentage of female has extensively declined.

Table 3: Population Completed Different Levels of Education in Bangladesh
(Rural Area)

(In 000)

	Class (I-V)		Class (VI-IX)		S.S.C &H.S.C		Degree &Above
	Number	Percent	Number	Percent	Number	Percent	Number	Percent
Both sexes	26465 59.77		12688 28.65		4553 10.28		573 1.30
Male	13885 57.59		6668 27.65		3080 12.77		479 1.99
Female	12580 62.38		6020 29.85		1473 7.30		94 0.47

Fig.3: Population Completed Different Levels of Education in Bangladesh
(Rural Area)

The above figure shows the condition of the rural population in completion of different levels of education in terms of their sex. It is seen from the figure that the percentage of both male and female in primary and secondary level is almost similar, even the height of the female indicating bar is high. But in advance level of education it has declined in a very rapid way and in degree & above level is has gone near to zero which is just 0.47%.

Fig.4: Urban and Rural Situation in Completion of Different Levels of Education in Bangladesh (Male)

Fig. 5: Urban and Rural Situation in Completion of Different Levels of Education in Bangladesh (Female)

From the above two figure it is seen that for both male and female primary level completion is higher in rural area than that of urban area. No such variation is observed in for secondary level. On the other hand it is also noticed that S.S.C & H.S.C completion rate is higher in urban area (almost double) and for degree and above a significant difference is observed between rural and urban area for both male and female.
Table 4: Literacy Rate of Different Ages in Different Years (Both sex)

Year	Ages
Year	All ages	5 and above	7 and above	15 and above
1974	20.2	24.3	26.83	25.8
1981	19.7	23.8	25.99	29.2
1991	24.9	29.8	32.40	35.3
2001	37.0	42.5	45.32	60.5

Fig.6: Literacy Rate of Different Ages in Different Years (Both sex)

This table and figure presents the literacy rate for different ages from 1974 to 2001. It is seen that the literacy rate for different ages before 15 & above were lower in 1981 as compared to 1974. But it is clear that the literacy level has increased remarkably both in 1991 and 2001 censuses.

Table 5: Literacy Rate of Different Ages in Different Years (Male)

Year	Ages
Year	All ages	5 and above	7 and above	15 and above
1974	27.6	32.9	36.62	37.2
1981	25.8	31.0	33.84	39.7
1991	30.0	35.8	38.90	44.3
2001	40.3	46.4	49.56	53.9

Fig.7: Literacy Rate of Different Ages in Different Years (Male)

This is the figure where the literacy rate of different ages in different year for only man has depicted. Here the scenario is almost similar to the situation of previous figure. The rate of literacy in 1981 up to age 14 has decreased as compare to 1974 and again has increased in 1991 and 2001.

Table 6: Literacy Rate of Different Ages in Different Years (Female)

Year	Ages
Year	All ages	5 and above	7 and above	15 and above
1974	12.2	14.8	16.43	13.2
1981	13.2	16.0	17.52	18.0
1991	19.5	23.4	25.45	25.8
2001	33.4	38.3	40.83	40.8

Fig.8: Literacy Rate of Different Ages in Different Years (Female)

The scenario of the above figure which represents the literacy rate of female for different ages is totally different from male. Here the literacy rate has increased gradually year by year. It is need to highly mention that the literacy rate has increased by more than double in 2001 as against to 1974. According to 2001 census for all ages it was 40.8 % which was only 12.2% in 1974.
Table 7: Literate Persons in Bangladesh

	Both sexes	Male	Female
Bangladesh	45772940	25757760	20015180
Urban	14655180	8556280	6098900
Rural	31117760	17201480	13916280

In this table the total literate persons of all ages by sex and locality have been presented. The table also shows that, in total population the percentage of male is 56% and female is 44%. And the urban literacy rate is also greater than the rural.

Table 8: Literacy Rate

	Both sexes	Male	Female
Bangladesh	45.32	49.56	40.83
Urban	60.25	64.86	54.77
Rural	40.59	44.45	36.74

Fig.9: Literacy Rate in Bangladesh

In this figure the literacy rate of total, urban and rural population have been presented by sex. The figure shows that literacy rate of total Bangladesh for both sexes, male and female have been affected by the rural rate.

Table 9: Student Enrolment
(UGC-2003)

	Subject
Type		Arts	Social Science	Science	Agricult-ure	Engine-ering	Medical	Business	Others	Total
Government (21)		308,118	189,672	117,877	5,634	532,7	594*	134,515	314,129	1,075,866**
Private (52)		1,974	1,202	398	30	13,411	1,906	23,704	3,455	46,080
Total		310,092	190,874	118,275	5,664	18,738	7,233	158,219	317,584	1,121,946

*Students from medical university, and undergraduate students are not included

**Of which 561,866in the national university and 409,264 in the open university

This table shows the number of students studying in different subjects both in Private and Government University. In all subjects the number of students is greater in Government University. But in engineering and business the number of students in Government University is smaller than the number of students in Private University.

Table 10: Students and their Results
(UGC-2003)

Type	Number of students			Result
Type	Male	Female	Total	Appeared		Passed
Government (21)	686,268	389,698	1,075,866	189,061	147,939
Private (52)	35,513	10,567	46,080	–	–
Total	721,781	400,265	1,121,946	–	–

This table specifies the total number of students studying in government and private university according to their sex and result. In the table it is also seen that from the total number of government university student, 63% is male student and 37% is female student and in private university the percentage of male and female student is 77%and 33%.And in the government and private university perspective the percentage of female students in private university is very few.

6.4 Cultural Sector

Cultural Sector of UNESCO is based on two sides-Intangible and tangible heritages. In both side UNESCO, Dhaka has done a lots of works. In Bangladesh there are different tangible heritage from which World heritage site is also available and the music of Bengal is the part of intangible heritage. UNESCO is trying to preserve and amend this cultural heritage with a great attention. In the tangible heritage I have followed up the running projects ands also was engaged in future plan. As a part of intangible heritage, I have prepared a list of the cultural organizations who are involved in preservation and presentation of our Bengali culture. So I needed to communicate with people of different organization and sometimes have to try to influence them to take more initiatives on the perpetuation of our own music and culture. The list of the organization that I have prepared is presented here.
List of the cultural organization and their address

Name	Address	Contact Person For Culture	Phone No.
Alliance Francaise	Alliance Francaise House No.26, Mirpur Road(Road No-3) Dhaka 1209	Shekh Uzzol Mahmood Cultural Organizer	Tell.8611557 Fax:8616462 Email:media@asdacca.com Web:wwwafdacca.com
American Center	American Center House No.110, Road No.27 Momenshahi House, Dhaka	Samina Chowdhury Cultural Organizer	Tell.8813440-4 Fax:9881677
Bangladesh Loko Songeet Parishod		Indra Mohon Rajbongshi President,BLSP	Tell. 8315780,93356240(Res.) Mob.0171-354836
Bulbul Lalitakala Academy	7, Waizghat, Dhaka-1100	Amanulla Chowdhury Secretary Phone-7315451 Mob.0171-634488	Tell.7391838,7212720 Mob.0189224011
Bangla Academy	Bangla Academy Bardhaman House, Dhaka	Syeda Begum Deputy Director Cultural Sub Section	Tell.8619577 Fax.880-2-8612352 Email:bacademy@citechco.net
Bengal Shilpaloy	275F,Road-27, Dhanmondi, Dhaka	Subir Chowdhury Director	Tell.8123115, 9113115, Mob. 011811855 E-mail:bgallery@citech.net
Bishwa Shahitya Kendra	Bishwa Shahitya Kendra 14, Kazi Nazrul Islam Avenue	Mr. Abdullah Abu Sayeed Charmen	Tell.8618567, 9660812 E-mail:tentro@bangla.net
Name	Address	Contact Person For Culture	Phone No.
British Council	House No.5, Fuller Road, GPO Box-27,Dhaka	Mr. Masud Hossain Culture and Science Project Manager	Tell.8618905-7,8618867-8 Fax-8613255,8613375 Email: culture.science@bd. britishcouncil.org
Banglee Shamagra	Khoyar Manshion 235/2 Alifent Road Dhaka-1205	Tariq Rahman Executive Director	Tell.8623346 Mob:0189-227892 Email: shouravbd2002@yahoo.com
Chhayanaut	House-72,Road-15/A, Dhanmondi R/A, Dhaka-1209	Sangida Khatun, President Khairul Anam, General Secretary	Mob.0189215204 Tel:9335537 Email chayanot@aitlbd.net Web: www.chhayanaut.org
Drik Gallery	House No.58, Road No.15/A (new) Dhanmondi R/A, Dhaka	Tanvir Murad Coordinator Galary exibition	8123412,9120125,8112954 Fax-9115044 E-mail:office@drik.net
Dhaka Theatre	12/1 KHA, Purana Paltan Line Dhaka 1000	Nasiruddin Yusuff Artistic Director	Tel. 2-8315357
Embassy of The Democratic Republic of Korea	House No.6, Road No.7, Baridhara,Dhaka-1212	The First Secretary Embassy of The Democratic Republic of Korea	Tell. 8811893 Fax: 8810813 Email:namnam@bangla.net
Embassy of Japan	Plot No. 5&7 Dutabash Road, Baridhara, Dhaka-1212	Mr. Yasuharu Shinto Head Information & Cultural Division	Tell. 8810087 Fax: 8824469 E-mail: information@embjp.accesstel.net
Embassy of the Republic of Indonesia	House No.14, Road No.63/53 Gulshan-2,Dhaka	The Second Secretary The Embassy of the Republic of Indonesia	Tell. 98881640-41,8812260 Fax: 8825391, 8810993 Email: indhaka@bangla.net
Name	Address	Contact Person For Culture	Phone No.
Goethe-Institute	House No. 10, Road No.9 Dhanmondi R/A, Dhaka	Torsden Oertel Director	Tell. 9126525-6 Fax-8110712 Email: progr@dhaka.goethe.org
Gallery Chitrak	House No. 21, Road No.4 Dhanmondi R/A, Dhaka1205	MD. Monirujjaman Executive Director	Tell. 8620345
Guide House Auditorium	Baily Road, Dhaka
Indian High Commission	To FSINC Cultural Wing Indian High Commission House No.2, Road No.142 Gulshan-1,Dhaka		Tell. 9888789-91, 8820243-7 Fax: 9893050 Email: hoc@hcidhaka.org
Iranian Cultural Centre	Iranian Cultural Centre House No.54, Road No. 8/A Dhanmondi, Dhaka	Dr.Hashemi Cultural Councilor	Tell. 9114000,9135155 Fax: 8113435 Email: info@ccirandd.org
Khanjahan Welfare Foundation	77/A Purana Palton Line(2^nd Floor) Dhaka-1000	Ariful Islam Executive Director	9343595 Email: khanjahan_3294@yahoo.com.in Web:www.khanjahan.org
Mattra Afzal Hossain	Flat A-6 Aziz Co-operative Housing Complex, 72 Purana Palton Line, Dhaka 1000		Tell. 9331057,8317456 Email: mattra@bdcom.com
Mohila Shamiti Auditorium	Guide House New Baily Road, Dhaka		Tel.8315501 Fax: 8315592
Name	Address	Contact Person For Culture	Phone No.
Malaysian High Commission	To The First Secretary Malaysian High Commission House No.19, Road No.6 Baridhara, Dhaka 1212		Tell. 8827759/60 Fax: 8823115,8827761 Telex: 642309MAJBJnil Email: mwdhaka@citechco-bd.com
Matirmoina	B-2 Siza Court, 152 Monipuri Para, Dhaka	Catherine Masud Founder	Tel: 8124225 Fax: 880-2-911-9159 Email:ctmasud@citechco.net Website:www.matirmoina.com
Nazrul Instititute	House 330-B, Road 28(old) Dhanmondi R/A, Dhaka-1209	Jahangir Alam Secretary	Tel : 9114602,9114500 Fax: 9118051 Email:nazrulin@citecho.net
National Museum	To The Director General National Museum Shahbag, Dhaka-1000		Tel.8619396-9,8619400 Fax:880-2-8615585 Web: www.bangladeshmuseum.org
Nazrul Academy	To The Secretary Nazrul Bhaban, Belalabad Moghbazar, Dhaka-1000		416029
Natmandal	Arts Faculty University of Dhaka
Orchestra	123/5 IDB Bhaban, 3^rd floor Agargaon, Dhaka-1207	Khandaker Nazir Manager	Tel.8151389,9125148 Mob.0189405999 Fax:88-02-8118298 E-mail:orchestra@agni.com
Public Library	Shahbag, Dhaka		Tel.8626002,8624713
Russian Cultural Centre	Programme Officer Russian Cultural Centre House No.150, Road No.7 Dhanmondi R/A, Dhaka-1205		Tel:9116314, 9118531, 9117639
Name	Address	Contact Person For Culture	Phone No.
Royal Thai Embassy	To The First Secretary House No.NE(D)-4,Road No.58/62 Gulshan Model Town Dhaka-1212		Tel: 8813260-1,8812795
Shilpakala Academy	To The Director Shilpakala Academy Shegun Bagicha, Ramna, Dhaka		9562801-4
Shishu Academy	To The Director Shishu Academy Old High Court Area, Dhaka-1000		9550317
Shilparag Gallery	House No.15, Road No.16 Dhanmondi R/A Dhaka-1209		8117085
Shilpangan Gallery	House No.25, Road No.5 Dhanmondi R/A Dhaka		8614246
Shaju Art Gallery	To Mr. Ramiz Ahmed Choudhury Shaju Art Gallery F-28-40-41, North D.M.C Market Gulshan-2, Dhaka		602513
Society for Environment and Human Development (SEHD)	4/4/1(B)(3^rd Floor),Block-A, Lalmatia,Dhaka-1207	Philip Gain Director	Tel:9121385 Fax:9125764 Email:sehd@citechco.net
Name	Address	Contact Person For Culture	Phone No.
Theatre School	To The Secretary Theatre School University Laboratory School Dhaka University		Mob.0189214765
Wrishijo Shilpo Goshthi Fakir Alomgir	259/B Khilga, Chowpara Anar Koli Bhaban Dhaka-1219		7213166,7218800 Mob.0189-225740

CHAPTER-FOUR: Policy Suggestion and Conclusion

7. Policy Suggestion
With the mission of sustainable human development in a culture of peace, tolerance, democracy and human rights ands priorities of the Government of Bangladesh, UNESCO is performing in a very systematic way. All the programs are monitored and evaluated by the program officers on a regular basis. And the NGOs who make the projects running on the support of UNESCO are very prominent and doing the works very successfully. But if some improvement take place in those programs it will be able to gain a glorious success.

7.1 CLC
CLC is a successful project in the sense that the people in the CLC operation areas accept the CLC as a special type of institution for non-formal education and life skills training. This institution is generally recognized as a useful meeting place for the neo-literate CLCs members, as well as for the interested members of the local public, where they can read newspapers, discuss matters relating to various issues family and community life, develop their awareness about human rights, family planning, health care and environment, get some training on skills required for income generating activities and receive inoculation and agriculture extension services. So if some little modification is taken the success of the CLC as well as CRC will be advanced. Like as,
-Strengthening CRC as well as CLC
-Widening the size of the both CRC and CLC
-Attention is needed on expenditure, budget and revenue for CLC
-Establishing new CLCs in new area
-Modern equipment and training person for CRC
-Taking initiative to manage volunteer services by the students of different
University for computer and science related training

7.2 TVET
This project is also a successful one and it is also accepted by people. These projects run by providing technical knowledge to the children who need to be employed somewhere for fulfilling their family needs. So if some trade training can be imparted to them, they could learn the trade within a short time and improve their situation with better prospects for their future life. That’s why it has a better impact to the society because it is trying to raise the national productivity and competitiveness through the currently relevant traditional as well as newly emerging knowledge skills. Within all the running projects of the TVET if the following additional things are emerged it will be able to carry better result.

Increasing learning material and providing more convenient and modern materials
Providing the learning in a recreational way
The program area need to be expand because the people who are the target of this program are massive in number
The people who are being given these trainings need to be attached with the main scheme of economy

7.3 Culture
Every country has it’s own culture and this is the milieu of that country. So to develop a country, its culture and cultural behavior need to be developed. UNESCO is trying to preserve and amend the cultural heritage with a great attention. Within this tangible and intangible heritage both are included. The activities of UNESCO, Dhaka in the cultural sector are providing a substantial support to the preservation of the cultural heritage of Bangladesh. All the activities of UNESCO will bear an unbeaten result if some addition is taken.
-Giving the cultural NGOs a strong back support to make them able to carry
on the cultural activities and preparing a way for them to continue it
-UNESCO publications on culture need to be more familiar to the people
Education and cultural sector of UNESCO is a vast program. So within this three months time it is impossible for me to get a clear decision about that. But on the basis of my three month learning and finding I may say that if some adjustments it will bring some additional success.
8. Conclusion
The performance of UNESCO in the context of Bangladesh is very supportive. As the performing sector of UNESCO is education and culture it has a greater impact on the development and empowerment of society.

Education is the backbone of any nation as it enriches national socio-economic and political development. It is essential for all citizens of a country so that they can understand their problems, can make decisions and have the capacity to implement them. The principle architect of any development plans and activities and the implementers of these are the men and women of the country. Education provides enormous support to enable peoples to perform these responsibilities through flourishing their inherent capabilities and qualities. So in this perspective the programs of UNESCO play a major role to help the people of this country to utilize fully country’s resources and their own potentialities.

UNESCO gives emphasize on the human right. Human rights of the people in any society are directly related to and dependent on their level of socio-economic development and are a prerequisite to any development process. As the part of human rights UNESCO does literacy programs, adolescent development program etc. through DAM and NM. They consider illiteracy as the root cause of poverty, underdevelopment and many of the social vices of the society. So they views education as the basic input in human resource development and for that matter in all development efforts. Therefore the development program begins with education, proceeds with skills training, flourishes with income generation and continuing education and ultimately results in environmentally sustainable programs absorbing the disadvantaged children and adolescents in the process and rolls on its own wheel to move to higher and higher levels.

They have also taken the adolescent development program as a means of social development. Adolescence is a critical phase in human development. After infancy, adolescence witnesses the most dramatic growth period in the human life cycle. The second decade of life is marked by physical growth, sexual maturation and profound cognitive changes, which define the transition from childhood to adulthood. It is a sensitive period for learning in much the way the pre-school years are. It is during these years that patterns of interpersonal, social and civic behavior are shaped and solidified. The environment, the opportunities and the human interactions available during this period are a critical opportunity for shaping the adult identity of a child. So in a poverty-stricken country like Bangladesh, the adolescent girls should be taken care of so that they do not become liability of the family as well as society. Thus the program aimed at breaking the cycle of poverty and empowering the adolescent girls to make them the agent of social transformation.

In the cultural sector the performance of UNESCO is very nice. They are trying to preserve both the tangible and intangible heritage of Bangladesh. For keeping the originality of any country it is much important to prevent the missing of cultural pattern of that country. The national history of Bangladesh is mirrored in both tangible and intangible heritages. The tangible heritages show the basic infrastructure of any country and these infrastructures are also the representative of the historical lifestyle, social status, religious status etc. Beside these intangible heritages of Bangladesh indicates how close music performance and style are linked to daily, religious, social and even agricultural activities of rural Bangladesh. As for example, through Jatra-pala people can know about the history of the country or certain personalities. So now-a-days different NGOs and also GO are using folk music to convey different messages-need to sent children to go to school, reproductive health, agricultural matters, politics etc. That’s why as a means of social transformation the programs of UNESCO on culture are appreciable.

This report has given me practical experience about the programs of UNESCO. Not only that I have got the opportunity to pass my working periods with the program officers and other officials who have boosted my knowledge about analyzing, decision making etc.

Finally I hope that UNESCO will be benefited from my works on different programs of education and culture through which I myself gained practical knowledge about job first time in my life at UNESCO. I predict long life success of UNESCO Dhaka for its great contribution in our country development and for its social responsibility accomplishment.

ANNEXES

Tables

Table 1: Population Completed Different Levels of Education in Bangladesh             58
Table 2: Population Completed Different Levels of Education in Bangladesh
(Urban Area)                                                                                                             59
Table 3: Population Completed Different Levels of Education in Bangladesh
(Rural Area)                                                                                                               60
Table 4: Literacy Rate of Different Ages in Different Years (Both sex)                                  62
Table 5: Literacy Rate of Different Ages in Different Years (Male)                            63
Table 6: Literacy Rate of Different Ages in Different Years (Female)                         64
Table 7: Literate Persons in Bangladesh                                                                                   65
Table 8: Literacy Rate                                                                                                  65
Table 9: Student Enrolment                                                                                                     66
Table 10: Students and their Results                                                                                        67

Figures
Figure 1: Population Completed Different Levels of Education in Bangladesh                        58
Figure 2: Population Completed Different Levels of Education in Bangladesh
(Urban Area)                                                                                                             59
Figure 3: Population Completed Different Levels of Education in Bangladesh
(Rural Area)                                                                                                               60
Figure 4: Urban and Rural Situation in Completion of Different Levels of Education in
Bangladesh (Male)                                                                                                    61

Figure 5: Urban and Rural Situation in Completion of Different Levels of Education in
Bangladesh (Female) 61

Figure 6: Literacy Rate of Different Ages in Different Years (Both sex)                                 62
Figure 7: Literacy Rate of Different Ages in Different Years (Male)                                       63
Figure 8: Literacy Rate of Different Ages in Different Years (Female)                                    64
Figure 9: Literacy Rate                                                                                                             65

ACRONYMS

UNESCO ─ United Nations Educational, Scientific and Cultural Organization
NFE ─ Non Formal Education
MOPME ─ Ministry of Primary and Mass Education
DAM ─ Dhaka Ahsania Mission
ECCE ─ Early Childhood Care Education
FPE ─ Formal Primary Education
BAFED ─ Bangladesh Forum for Educational Division
VTIWC ─ Vocational Training Institute for Working Children
UCEP ─ Underprivileged Childhood Education Program
TVET ─ Technical Vocational Education Training
NGO ─ Non Government Organization
GO ─ Government Organization
CLC ─ Community Learning Centre
NM ─ Nari Moitree
LINK ─ Local and Indigenous Knowledge
CICI ─ International Committee of Intellectual Cooperation
VTIWC ─ Vocational Training Institute for Working Children
APPEAL ─ Asia Pacific Program of Education for All
UGC ─ University Grand Commission

BIBLIOGRAPHY

1. C.R. Kothari “Research Methodology (Methods & Techniques)”,
Second edition, Pp12-25
2. Activity Report 2002-2003
3. “Assessment of learning achievement”-Publication of Institute of Education &
Research, Panjab University, Lahore in collaboration with UNESCO, Islamabad
4. Samanta Bhadra Barua, Education Specialist,
“Literacy Research”
(December 12, 2001)
5. “Training Manual on Participatory Education Planning”
Published by UNESCO Dhaka
6. Project paper on “Integrated Education Health and Capacity Building for Adolescent
Girls in Bangladesh”
7. Project Paper on “Women in Bangladesh: Their role as educator”-by UNESCO Dkaka
8. Project Paper on “Empowering Adolescent Girls to Become the Agent of Social
Transformation”- by DAM & NM
9. “Intangible Heritage and Life Long Learning in Bangladesh”- UNESCO publication
10. “Bangladesh Bureau of Statistics”, Planning Division Ministry of Planning,
Population Census 2001, July 2003
11. Website: www.unesco.org

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