A national qualifications framework (NQF) is an instrument used to classify a country's qualifications at different levels. Each level is defined by a set of learning outcomes expected at that level. NQFs can be useful tools in education and training reforms and are vital reference points for lifelong learning and comparing qualifications across…

There are nearly 200 million lower and upper secondary age adolescent girls and boys out of school globally, and if current trends continue, another 825 million children will not acquire basic secondary-level skills by 2030. Global momentum to achieve universal primary education has placed increased demands on secondary education systems to serve…

Around the world, dedicated professionals are implementing innovative programs to improve access to quality education for children living in poverty and otherwise marginalized communities. This article provides an overview of the work being conducted by BRAC, an international development organization based in Bangladesh that is working to…

Worldwide there are critical shortfalls of teachers, particularly in Indigenous communities. This article considers the use of nonformal education (NFE) in the form of community-based adult education (CBAE) for Indigenous teacher training to meet this need. Drawing on a literature search of Indigenous CBAE initiatives, some of the challenges and…

This compilation offers global examples of innovative and promising literacy and numeracy programmes that link the teaching and learning of literacy to sustainable development challenges such as health, social equality, economic empowerment and environmental sustainability. This publication is a timely contribution to the 2030 Agenda for…

The program entitled "English in Action (EIA)", 9 year period DFID funded project in Bangladesh, was launched in 2008, for the desire to bring a change in the learning of English language. EIA works to reach a total of 25 million primary and secondary students and adult learners through communicative language learning techniques and the…

This issues brief describes how complementary education approaches that rely on community, nongovernmental, and ministry collaboration present a promising response to the challenge to the limitations of conventional primary schooling. The brief is based on nine case studies of successful complementary education programs in Afghanistan, Bangladesh,…

The author describes his lifelong involvement in education, particularly in Bangladesh, including pilot projects for rural development, literacy, education of women and girls, health and family planning, village cooperatives, and a feeder school program. (SK)

The six chapters of this publication describe primary education in Bangladesh. Chapter 1 traces the development of primary education through British, Pakistani, and post-independence periods. Chapter 2 briefly reviews constitutional and legal mandates for primary education in Bangladesh. Chapter 3 describes the general organization and…

Continuing education (CE) in Bangladesh is a mass education programme. The primary aim is to develop the skills of participants, providing them with opportunities to increase their income. Its targets are neo-literate people--both male and female--between the ages of 11 and 45. Neo-literate is a technical term used in mass education in Bangladesh…

This digest focuses on problems encountered in the expansion of facilities for universal primary education and responses being developed to overcome these problems. The central message of the document is that nonformal structures of learning and community involvement play a key role in the expansion of basic learning opportunities in the…

Suggests nonformal education can be defined only with respect to its function in a specific context, its objectives established on an individual basis. Argues that it cannot be centralized or institutionalized. Includes nonformal education as a method of broadening access to education, providing second chance programs, and serving a Gandhian…

Bangladesh is currently suffering from a number of debilitating weaknesses in its education system. Seventy percent of all children are enrolled in primary school, but 75% of these children do not reach grade five. Futhermore, with absentee rates of 50% for both students and teachers, it is estimated that 35% of children who attend school are…

In 1985, in response to requests from rural poor people, the Bangladesh Rural Advancement Committee (BRAC), the largest nongovernmental organization in Bangladesh, initiated a primary education program with experimental schools in 22 villages. By late 1989, the program had expanded to 2,500 schools, and another 2,000 schools were expected to open…

Describes many ecological, social, and economic problems of Bangladesh in order to show the need for development of nonformal education to increase productivity in agriculture and related industries. Describes nine nonformal education projects in various areas of rural development, cooperatives, extension services, and adult education. (MF)