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Dhaka Biennium Report 2008-2009

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Dhaka Biennium Report 2008-2009

Published by

UNESCO Dhaka

© UNESCO 2011

All rights reserved

Design/Layout: Salapol Ansusinha

Cover photo: © UNESCO Dhaka

Dhaka/11/OS/018

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CONTENT

INTRODUCTION ............................................................................................................................................................................................................................... v

EDUCATION .......................................................................................................................................................................................................................................... 1ADVOCATING EDUCATION FOR ALL ......................................................................................................................................................................................... 1

The mission of the UNESCO Education Sector is to: ........................................................................................................................................................ 1

EARLY CHILDHOOD CARE AND EDUCATION (ECCE) ....................................................................................................................................................... 4

LITERACY AND NON-FORMAL EDUCATION (NFE) ............................................................................................................................................................ 6

STORY OF AMINA BEGUM ............................................................................................................................................................................................................... 8

INFORMATION AND CONMMUNICATION TECHNOLOGIES (ICT) FOR EDUCATION ....................................................................................12

HIV AND AIDS PREVENTION .........................................................................................................................................................................................................14

PROFESSIONAL DEVELOPMENT OF TEACHERS .................................................................................................................................................................15

CULTURE .................................................................................................................................................................................................................................................17

INTANGIBLE CULTURAL HERITAGE ............................................................................................................................................................................................17

SUPPORT FOR CREATIVE AND CULTURAL INDUSTRIES PROMOTION OF JUTE CRAFTS ...........................................................................18

SURVEY OF CRAFTS IN BANGLADESH: DHAKA DIVISION ...........................................................................................................................................18

TANGIBLE CULTURAL HERITAGE: RAISING AWARENESS ON THE SIGNIFICANCE OF THE PAHARPUR WORLD

HERITAGE SITE ......................................................................................................................................................................................................................................19

WORKSHOP ON THE THEORETICAL AND PRACTICAL ASPECTS OF INVENTORYING AND DOCUMENTATION

OF MUSEUM COLLECTIONS .........................................................................................................................................................................................................19

WORKSHOP ON A VALUE-BASED INTEGRATED HERITAGE MANAGEMENT PLAN

FOR BANGLADESH ............................................................................................................................................................................................................................ 20

WORKSHOP ON ETHICS-BASED MANAGEMENT OF FOUR CULTURAL HERITAGE SITES ......................................................................... 20

SOCIAL AND HUMAN SCIENCES ................................................................................................................................................................................ 23

WORKSHOP ON ETHICS EDUCATION IN BANGLADESH ............................................................................................................................................. 23

COMMUNICATION AND INFORMATION ........................................................................................................................................................... 25

ADVOCACY CAMPAIGN FOR ENACTING A BROADCASTING POLICY AND MEDIA FRIENDLY LAWS THROUGH

ORGANIZING ROUNDTABLES ..................................................................................................................................................................................................... 25

PROMOTION OF CITIZENS’ PARTICIPATION IN THE MEDIA........................................................................................................................................ 26

CELEBRATION OF WORLD PRESS FREEDOM DAY AND THE CONFERRING OF THE

UNESCO BANGLADESH JOURNALISM AWARDS 2008 AND 2009 ....................................................................................................................... 26

PUBLICATION OF EASY-READING MATERIALS AND A VIDEO CD ON

COMMUNITY RADIO (CR) ...............................................................................................................................................................................................................27

DEVELOPMENT AND PUBLICATION OF GUIDELINES FOR MASS MEDIA IN

ELECTION COVERAGE ...................................................................................................................................................................................................................... 28

TRANSLATION OF AN ELECTION REPORTING HANDBOOK IN BANGLA ........................................................................................................... 28

STUDY OF THE STATE OF JOURNALISM EDUCATION IN BANGLADESH ............................................................................................................ 29

ICT ORIENTATION FOR DISTRICT LEVEL JOURNALISTS ................................................................................................................................................ 29

CAPACITY BUILDING OF BANGLADESH MEDIA IN DISASTER REPORTING ....................................................................................................... 30

APPENDIX ............................................................................................................................................................................................................................................31

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UNESCO Dhaka was established in January 1996 as a national field office to Bangladesh. As a specialized agency of the UN system, UNESCO contributes to the building of peace, the alleviation of poverty, sustainable development and intercultural dialogue through its mandates in education, the sciences, culture, communication and information.

UNESCO Dhaka’s policy and directions are set within overarching the strategic visions and programme framework of UNESCO’s Medium-Term Strategy for 2008-2013 (34 C/4), contributing to the attainment of the internationally agreed development targets, including the Millennium Development Goals.

The Biennium Programme and Budget for 2008-2009 (34 C/5) of UNESCO Dhaka was developed to translate the strategic visions into concrete actions for the needs and specific circumstances of Bangladesh. The main working modalities of UNESCO’s activities include policy dialogue, capacity building, technical assistance, research and innovations, clearing house and networking.

UNESCO Dhaka works closely with the Bangladesh National Commission for UNESCO, line ministries and many government offices, as well as academic institutions, development partners and NGOs. Within the UNESCO family, UNESCO Dhaka has collaborated with Headquarters, the Regional Bureau in Bangkok and other field offices, as well as institutions such as the UNESCO Institute of Lifelong Learning and the UNESCO Institute of Statistics.

This report covers the main activities under the 34 C/5 biennium in the areas of education, social, human and natural science, culture, communication and information between 2008-2009. UNESCO’s policy and strategy documents (C/4 and C/5) can be downloaded from UNESCO’s home page: http://www.unesco.org/new/en/unesco/. The latest information on UNESCO Dhaka is also available at the home page: http://www.unescodhaka.org/.

Derek EliasHead and Representative2011

INTRODUCTION

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The mission of the UNESCO Education Sector is to:

• Provide international leadership for creating learning societies with educational opportunities for all populations

• Provide expertise and foster partnerships to strengthen national educational leadership and the capacity of countries to offer quality Education For All

UNESCO works as an intellectual leader, an honest broker, and clearing house for ideas, propelling both countries and the international community to accelerate progress towards these goals.

UNESCO Dhaka implemented various activities with a main focus on achieving the EFA goals by 2015, which was adopted by the World Education Forum in Dakar, Senegal in 2000.

UNESCO’s activities cover early childhood to adult education in both formal and non-formal mechanisms.

This section highlights UNESCO Dhaka’s main activities in education during the biennium of 2008-2009.

UNESCO organized advocacy activities in 2008 and 2009 to mobilize awareness and support from all levels involved in the education sector as an important mission to achieve the EFA goals.

EFA Global Action WeekUNESCO Dhaka, jointly with the Bangladesh National Commission for UNESCO (BNCU), celebrated the Global Action Week (GAW) for EFA. In 2008 and 2009, a wide range of activities were carried out across Bangladesh with active and enthusiastic participation from students, parents, media professionals, government officials, development partners, NGOs, community organisations, teachers, teachers associations, and citizens from all walks of life.

2008A rally was organised in Dhaka on 12 April, the inaugural day of GAW. Over 300 students from Associated Schools Project net schools and their teachers

ADVOCATING EDUCATION FOR ALL

EDUCATION

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spearheaded the event. Senior government officials, University Grants Commission officials, UNESCO Dhaka and BNCU took part. Colourful banners and placards, and the speeches of the officials underscored the main theme of GAW 2008: “Quality Education: End Exclusion Now!”

A Media Professionals Forum for EFA was organised on 22 April with the participation of over 70 journalists from leading media organisations nationwide. The main objective of the meeting was to explore the possibility of forming a media forum for EFA. Issues discussed include the nature of the proposed forum; the role of the media as a stakeholder; and training opportunities for journalists on educational issues.

A Policy Roundtable on Ending Exclusion in Education was jointly organised by UNESCO Dhaka and the Media Professionals Group on 24 April with the participation of the Ministry of Primary and Mass Education (MOPME), UNESCO, academics, politicians, media professionals, and representatives of teachers associations and NGOs. The main focus of the discussion was ending exclusion in education through quality improvement, coupled with a comprehensive and inclusive national education policy. It was recommended that the UNESCO Convention against Discrimination in Education (1960) be ratified. A study on “Many Languages, One Voice”, undertaken by the Indigenous Children’s Education Forum was also presented.

The EFA Global Monitoring Report 2008 was formally launched in a publication ceremony by the MOPME, UNESCO, the Board of Trustees of Transparency International Bangladesh and Dhaka University. The importance of keeping Bangladesh on track towards achieving EFA by 2015 was underlined.

2009GAW 2009 commenced with a press conference organized by the UNESCO Dhaka Office and Campaign for Popular Education (CAMPE) on 20 April to share objectives and initiatives with print and electronic media. The main activities of GAW were documented in a 15-minute video presentation.

A rally was organized on 20 April at the national level to make people more aware about GAW. Policymakers, MPs, teachers and students joined the rally and gave speeches regarding the role and responsibility of the government and the people to achieve EFA goals by 2015.

The EFA Global Monitoring Report 2009 was launched at the national level by the Minister for MOPME on 22 April to update stakeholders about the progress of the EFA goals and draw the attention of the government and the international community. CAMPME organized sub-national seminars on the report from 22-26 April in the six divisions: Dhaka, Chittagong; Rajshahi; Sylhet; Khulna; and Barishal.

An education fair organized at the national level on 24-25 April 2009 was a joint effort between UNICEF, UNESCO, CAMPE and international NGOs. The objective of the event was to strengthen partnerships among the different organizations and to disseminate literacy/Non-Formal Education (NFE) materials, as well as information with different stakeholders. The fair consisted of cultural programmes performed by the NFE learners, a puppet show, a display of print and ICT materials for raising awareness on literacy/NFE materials, as well as educational activities run by GOs and NGOs.

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The Bangladesh National Commission for UNESCO (BNCU) organized a half-day seminar on “Youth and Adult Literacy and Lifelong Learning” on 26 April 2009 in Dhaka with the participation of policymakers, educators, academicians, teachers, politicians, activists from civil society, media groups, representatives from development partners, NGOs and INGOs.

Second Ministerial Meeting of South Asia EFA ForumThe Ministry of Primary and Mass Education (MOPME) organised the second ministerial meeting of the South Asia EFA Forum in Dhaka on 13-14 December, 2009, with technical and financial support from UNESCO. The event was held in collaboration with the Ministry of Education, the Bangladesh National Commission for UNESCO and UNICEF.

At the meeting, ministers and high level government officials from Afghanistan Bangladesh, Bhutan, India, Maldives, Nepal, Pakistan and Sri Lanka agreed to step up their efforts. They also adopted the Dhaka Declaration¹ which charts the forum’s achievements, challenges ahead and collective pledges regarding the attainment of the EFA goals in South Asia by 2015.

Inclusion of out-of-school children from the most marginalised sections of society and decentralisation of the overall education management formed the basis of the declaration. Mobilisation of resources was the other priority area of discussion. The eight country reports presented in the meeting revealed that none of the countries, other than the Maldives, could or did spend four per cent of their GDPs on education, as they decided when the forum met for the first time in Pakistan in 2003. In the declaration, the forum made a pledge to a more ambitious target of spending six per cent of their respective GDPs on education.

The declaration also highlighted the need to identify the causes of exclusion: amending relevant existing laws or establishing fresh ones, strengthening institutional capacities for education planning and management, and ensuring the participation of all stakeholders including the media, civil society and NGOs.

Inaugurating the meeting, the Prime Minister of Bangladesh, Sheikh Hasina declared her government’s resolve to achieve a self-imposed target of 100 per cent enrolment of school age children by 2011, and 100 per cent literacy by 2014. The opening session was also addressed by Bangladesh Education Minister, Nurul Islam Nahid, State Minister for Primary and Mass Education Md. Motahar Hossain, and Gwang Jo Kim, Director of the Asia Pacific Regional Bureau of Education of UNESCO Bangkok.

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In Bangladesh, the majority of children, ages five years and below, have limited access to services that nurture their cognitive and psycho-social development. The poor socio-economic condition of the country is one of the root causes of this unfavourable situation. The government recently approved an Operational Framework for Pre-primary Education to achieve the EFA goals by 2015. Although the most recent government plans include pre-school classes in 80 per cent of government schools by 2015, early childhood care and education has received insufficient attention so far. Due to severe budget and capacity constraints in this field, it has not been a government priority.

Developing policy frameworkUNESCO Dhaka provided technical input through several workshops and meetings as a core group member for ECCD policy framework development. The programme was implemented between January 2008 and December 2009 in the capital, in partnership with the Ministry of Primary and Mass Education (MOPME), Ministry of Women and Children Affairs (MOWCA), and BRAC University Institute for Education Development (BU-IED). Major stakeholders in the project were policy makers, ECCE implementers, research institutes and the Early Childhood Development (ECD) network. The objectives were to develop a supportivepolicy, organisational and institutional environment for a comprehensive ECCE, increase awareness about the benefits of ECCE and develop simulation tools for the government on Early Childhood Development, costing and finance.

Development of Simulation ToolThe UNESCO Dhaka office assisted in developing a simulation tool for the Government of Bangladesh on Early Childhood Development, costing and finance. An expert on costing ECCE undertook the study in Bangladesh through a series of interviews with key stakeholders of relevant ministries, national and international NGOs. Policy documents and information were gathered on the existing provision of ECCE services in terms of the numbers of children and parents reached, the nature of the programmes, the costs of teachers’ salaries, learning materials, the space where classes and parent group sessions were held and other related issues. The simulation tool is a file of the spreadsheet programme “Excel” in which policy makers, experts or practitioners can enter or alter programme characteristics or parameters such as the number of teaching hours per day, group size, teachers’ salary, the number of training days, etc. Based on demographic data both at national and at regional levels, the tool then calculates the overall cost per year.

Based on this policy perspective on a population prognosis as well as on a set of quality parameters, affirm cost estimation was made in a draft report that was presented to relevant organizations for comments. The final version was then prepared in mid-November 2008. The report “Expanding ECCE in Bangladesh: It Can be Done” provides strong indications by focusing on

EARLY CHILDHOOD CARE AND EDUCATION (ECCE)

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cost-effective modalities that it would be possible to reach vulnerable and disadvantaged children in Bangladesh by allocating a relatively small part of the education budget, which expands continuously as a result of economic growth. Accordingly, ECCE was incorporated into the national education policy as well as in the revised national NFE policy framework. This policy was confirmed at the Second Ministerial Meeting of the South Asia EFA Forum in Dhaka on December 2009.

Workshops and MeetingsBetween 26-29 October 2009, UNESCO Dhaka organised a South Asia Regional Workshop on Evidence-based Advocacy for Early Childhood: Moving from Commitments to Action, in collaboration with UNESCO Bangkok, and BRAC University IED.

Participants from eight countries in the South Asia sub-region: Afghanistan, Bangladesh, Bhutan, India, Maldives, Nepal, Pakistan and Sri Lanka, along with representing ministries, NGOs and Network for Early Childhood (ARNEC) and other regional/international initiatives in promoting research, policy and advocacy relating to early childhood. The workshop focused on intensive training through development agencies that also participated.

The objectives of the workshop were to obtain skills in identifying quantitative and qualitative data in building evidence-based advocacy initiatives; the use of quantitative and qualitative evidence in crafting key advocacy messages; the consolidation of action plans and ensuring the formation and strategies for sustenance of a multi-sectoral coordination mechanism at the national level; and engagement as active players in contributing to Asia-Pacific Regional hands-on exercises, use of EFAInfo and other databases to build the evidence bases for advocacy. Each country team formulated strategic action plans for implementation.

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UNESCO supported Bangladesh’s participation in the South Asia ECCE Policy Advocacy Meeting in Bangkok in April 2008. It also supported the country’s participation in the 1st Malaysian International Conference on ECCE in Kuala Lumpur in April 2009

Although Bangladesh has made a commitment to EFA goals, there is still a lot that needs to be done with the adult literacy rate at 48.8 per cent, according to the Literacy Assessment Survey 2008. NFE policy was formulated in 2006, covering early childhood care, non-formal primary education and adult literacy and continuing education to translate the commitment into action.

UNESCO Dhaka has supported the Bureau of Non-formal Education (BNFE), MOPME, to implement the NFE policy in collaboration with NGOs and other experts in this area. Under the UNESCO’s Regular Programme and extra budgetary project on EFA Capacity Building (CapEFA), which

training sessions were conducted in 2008 in collaboration with the Dhaka Ahsania Mission (DAM). This was initially for core trainers of BNFE and NGO managers and policymakers, and then for field level planners and managers.

In total, more than 250 NFE personnel were trained. The training manuals were reviewed by DAM, Community started since 2006, UNESCO Dhaka has focused its assistance to develop the capacity of NFE personnel and institutions.

The main areas of capacity development activities include planning and management, advocacy, equivalency, NFE teacher’s development, monitoring and evaluation, use of ICT and delivery of NFE. The main activities and outcomes of UNESCO’s work in literacy and NFE during 2008 –2009 are highlighted below.

Strengthening planning and management capacity of NFE personnelNFE Planning and Management: Multiple Development Center (CODEC), and Friends in Village Development Bangladesh (FIVDB) as the main resource materials covering planning and management of literacy and post literacy, material development, the role of facilitators, and monitoring and evaluation of literacy/NFE programmes, together with two manuals on the use of research findings in policy making and advanced monitoring.

The Director-General of BNFE is highly supportive to the programme. He said an organization like BNFE would be strengthened if it created a group of professionals and nurtured them to grow towards the highest positions and value their experience and knowledge for the benefit of the organization. Some participants also mentioned that the training changed their views about NFE and provided

LITERACY AND NON-FORMAL EDUCATION (NFE)

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them with additional confidence in dealing with planning, implementation and monitoring of NFE programmes. At the same time, both GO and NGO staff received training on how to sustain their enhanced capacity.

Sub-sector planning: UNESCO has provided assistance to MOPME, BNFE and NGO staff in 2009 to enhance capacity for review and analysis of NFE policy and preparation of NFE sub-sector programmes. A training manual was developed in collaboration with the Dhaka Ahsania Mission as the main training materials for a series of training workshops organized in 2010.

Life skills: The UNESCO Regional Bureau in Bangkok and the Dhaka Office, jointly with UNICEF and ILO, organised a Regional Workshop for Capacity Building of NFE Personnel on Life Skills Curriculum, Teaching/Learning Material and Monitoring and Evaluation from 30 March- 3 April 2009 in Dhaka. This was held in cooperation with the Dhaka Ahsania Mission. The workshop aimed to develop the capacities of NFE personnel of the government and NGOs for improving the quality of life skills development programmes. The areas of life skills covered protection from risks, such as HIV/AIDS and also development, such as income generating activities. Eighteen participants from China, Indonesia, Kazakhstan, Laos PDR, Pakistan, Philippines, Thailand and Viet Nam attended, in addition to 15 NFE personnel from the Government of Bangladesh and NGOs attended.

Decentralized Planning and Management: BNFE, MOPME and UNESCO Dhaka participated in the Regional Capacity Development Workshop on Decentralized Planning and Management of Literacy and Continuing Education which was held in Mysore, India in August 2009. Workshop sessions were conducted, using the draft regional guide on decentralization developed by UNESCO Bangkok. This covered overview, planning, curriculum and material development, human resource development and management, monitoring and evaluation. As a follow-up to the regional workshop, the UNESCO Dhaka Office, in collaboration with BNFE and the Dhaka Ahsania Mission, held a national workshop in 2010 to disseminate the key findings of the regional workshop and contextualize the content of the regional guide.

Advocacy campaigns for literacy and NFEDeveloping capacity in advocacy was one of the activities of the CapEFA Bangladesh to raise awareness about the needs and importance of enhancing the adult literacy rate for socio-economic development. The advocacy campaign was organized by the Bangladesh Centre for Communication Programmes (BCCP) in 2008-09 with policymakers, development partners, NGOs, and other stakeholders, as well as for the illiterate population.

In this regard, four separate actions were taken with the help of the NGO BCCP, a leading exponent of advocacy in Bangladesh for many years. These advocacy areas were:

1. Training on planning and implementation of advocacy for NGO managers, who subsequently contributed to the organization of national and regional advocacy workshops and training of volunteers. In total, 25 participants from four NGOs (CODEC, DAM, FIVDB and Rangpur Dinajpur Rural Service RDRS) received training.

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2. Policymakers and other stakeholders of the community were sensitized through one national workshop and five regional workshops on advocacy for literacy. One hundred policy makers at the national level and 142 policymakers and stakeholders at five division levels were involved in this advocacy training.

3. With the support of 25 trained NGO managers, 600 volunteers were trained in organizing advocacy campaigns for rural illiterate women and adolescent girls.

4. With the support of 25 trained NGO managers and 600 volunteers, advocacy campaigns were organized for 5,709 rural illiterate women and adolescent girls to make them understand the needs and importance of literacy.

Community Learning CentresA variety of delivery approaches/mechanisms are being used in NFE by the government, NGOs and other providers in Bangladesh. UNESCO Dhaka has assisted BNFE and NGOs over the years in strengthening NFE delivery mechanisms through piloting grassroots initiatives, research and training of personnel, in cooperation with the regional programme of Community Learning Centres (CLCs) coordinated by the Regional Bureau for Education, UNESCO Bangkok.

A pilot project on the empowerment of rural women and adolescent girls was implemented from 2006-08 through the establishment of CLCs and CRCs in five districts of five divisions in cooperation with a group of NGOs namely, FIVDB, CODEC, RDRS, NM and DAM. Under the project, 45 CLCs and 6 CRCs were established by the community, with assistance from these NGOs to provide literacy and income-generating programmes for the empowerment of rural women, which aimed to heighten their confidence building at home and in the community.

Amina Begum, is a housewife in Guashpur village in the Soidergaon Union Parishad and her husband, Sikander Ali is a share cropper. It was very difficult for Amina to maintain a large family of eight members with her husband’s income alone, so she trained in duck-rearing to gain additional income. Amina received skills training, along with literacy training in the CLC and with the help of local experts, started her own duck farm. Now, she has 250 ducks and sells 130-140 eggs per day, earning 600 Taka daily. From this income she can save 200 Taka per day. She said that she is now capable of maintaining her duck farm properly as she understands all the different processes such as vaccinations, etc. Amina has plans to increase the number of ducks to 500. She said she is very grateful for the training provided by FIVDB.

The effective use of CLCs for promoting Education for Sustainable Development (ESD) was explored at a national workshop held on 11-12 January 2009. Within the framework of the UN Decade of Education for Sustainable Development (2005-2014), the workshop intended to build on existing resources and experiences of NGOs and universities, underscoring the importance of participation of all stakeholders including the community, NGOs, and civil society, along with the government.

STORY OF AMINA BEGUM

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Based on the above experiences of CLCs and other learning centres in Bangladesh and regional countries, UNESCO Dhaka plans to assist BNFE to develop a framework of NFE delivery mechanisms in 2010.

Creating a Literate EnvironmentTo eliminate illiteracy, it is necessary to provide all with opportunities in a continuous process of learning through the establishment of various learning facilities and institutions such as schools, learning centres, offices, libraries and others to create a better literacy environment. At the same time, the literate environment should be more than places that offer access to printed matter, written or visual records, or advanced technology. Ideally, they should enable the free exchange of information and provide an opportunity for lifelong learning.

Creating a stimulating literate environment is an effective way of generating motivation to acquire literacy and encouraging its uses and practices. The specific content of literate environments varies from place to place. For example, in households, it could be an abundance of reading materials. In neighbourhoods and communities, it could be numerous signs, posters, leaflets, handbills, signboards and bills boards, as well as literacy promotion institutions.

Activities on promoting literate environments, under the coordination of UNESCO Dhaka, include:

The training of GO/NGO managers in conducting reading writing competitions was organized to enhance knowledge and skills among government and NGO managers to conduct a reading-writing competition at the community level. A total of 50 managers from bureaus of non-formal education and NGOs were trained in two sessions to manage and create a literate environment at the community level. A manual was developed for further development.

Seventy reading writing competitions were organized in November 2008 by several NGOs, namely FIVDB, CODEC, DAM and RDRS with the active participation of neo-literates.

Such competitions created a platform for both the community and the learners to communicate with one another and the activities contributed to create the necessary atmosphere towards developing literate environments in the community.

A village library is a symbol of a literate society. Under this activity, DAM, FIVDB, CODEC, NM and RDRS established 12 village libraries at the community level to enhance the literate environment.

The development of supplementary reading materials was carried out by CODEC, RDRS, FIVDB and DAM. Supplementary reading materials are one of the most important components in the comprehensive package of literacy and continuing education programmes. A total of 20 types of supplementary reading materials were published and distributed among CLCs, CRCs and libraries.

Development of Learner Generated Materials (LGM) is an innovative component of the activity. Neo-literates were invited to write their life related stories about their desires, their sufferings and experiences etc. This

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activity provided an opportunity to highlight their lives and livelihoods. The objective was to build confidence among the neo-literates to become writers. The activity explored some burning issues of adolescents’ life. A total of 15 LGMs were developed and published and distributed in the different CLCs, CRCs and libraries.

Equivalence ProgrammeThe NFE Policy 2006 of Bangladesh stresses the need to establish equivalence between formal and non-formal education programmes to ensure effective implementation and the quality of NFE programmes. UNESCO Dhaka has supported BNFE and MOPME to develop equivalence programmes, in collaboration with the Dhaka Ahsania Mission.

The assistance consists of document study, review of the competencies of formal and non-formal education curriculums, identification of common core competencies, field testing and development of national equivalence competencies. A national expert team was formulated to undertake these tasks led by the Director General of BNFE, involving MOPME, BNFE, the National Curriculum and Textbook Board, NGOs, UNESCO and UNICEF.

A series of expert meetings were organized to monitor the progress and formulate action plans. Core members of the expert team participated in the regional workshop on Equivalency Education Programme, held in Indonesia in July 2009, to obtain the practical experiences of regional countries, in particular first hand information of Indonesia’s “Packet A, B, C” project as the nationwide equivalency programme.

BNFE organized a national workshop in September 2009 involving various stakeholders of government, NGOs, university and development partners. Participants discussed and elaborated key components of equivalency including policy, curriculum and materials, delivery, accreditation, assessment and certification. Experts from Thailand and UNESCO Bangkok shared the experiences of Thailand and other Asian countries.

Literacy AssessmentTo meet the need for reliable literacy information, the Bangladesh Bureau of Statistics (BBS), with technical support from UNESCO, conducted a literacy assessment survey in 2008 (hereafter, the survey). This provided a better estimate on literacy data as it was based on real life testing of literacy skills.

A national advisory committee consisting of representatives from ministry agencies and civil society guided the work, with a national technical team for the assessment formed by experts from BBS. Following the methodologies used in earlier literacy assessments in Bangladesh, namely the Education Watch Survey 2001, and Literacy Assessment 2005, test instruments were designed, pre-tested, and administered in selected households in 64 districts. The test instruments attempted to assess individuals’ reading, writing, computational, and comprehension skills in the Bangla language. The survey provided literacy data in four groups of: advanced literate; basic literate; semi-literate; and non-literate. Out of these groups, advanced literates and basic literates are counted as literate. The survey found the adult literacy rate to be 48.8 per cent. It revealed that about 50 per cent of all adult literates were female. Another discovery was that literacy differentials were based on wealth. The adult literacy rate among the richest quartile was 76 per cent, while in the poorest quartile it was 28 per cent.

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Literacy Assessment Survey 2008 ReportThe survey was carried out in 2008 to enhance the capacity of BBS in collecting reliable and better literacy data, and to enhance its overall understanding about literacy statistics. With the experience of conducting a literacy assessment, it is expected that fully fledged assessment surveys, like the survey in 2008, will be conducted every five or 10 years, while regular household surveys can be the source of updating the data.

BBS proposed conducting a literacy assessment every 10 years, and as a means of collecting data on acquisition and use of literacy skills and literate environment, a household survey module developed by UNESCO Bangkok was integrated into the National Labour Force Survey 2010.

Being a regular household survey, the National Labour Force Survey will provide regular data on acquisition and use of literacy skills and the wider literate environment.

NFE Management Information System (NFE–MIS)To help the Bureau of Non-Formal Education (BNFE) and other stakeholders in the NFE sub-sector, UNESCO Dhaka initiated the development of a Non-Formal Education Management Information System (NFE-MIS) in Bangladesh. In the first phase, it piloted the prototype methodologies and tools in two districts: Cox’s Bazaar and Lalmonirhat.

At the beginning of piloting NFE-MIS in 2007, a consultative meeting was held on 2-4 April 2007, from where a National Technical Committee (NTC) was proposed and later approved by the Ministry of Primary and Mass Education (MOPME). The NTC led the piloting, including selection of pilot districts and NGO partners, conducting a diagnostics study in two districts, and leading two district coordination committees, plus the supervision of data collection.

Two NGO partners, CODEC in Cox’s Bazaar and RDRS in Lalmonirhat, collected data from the providers, entered data into a computerised database, and processed the data between 2007-2008. The data analysis and documentation was done by the expert group with guidance from NTC. The pilot phase recommended prioritisation of indicators to be monitored, changes needed in the data collection tools, including software and the overall methodology to sustain the NFE-MIS.

As a continuation of NFE-MIS piloting activities and based on the recommendations from the first phase, data indicators were revised and data collection tools were modified. NTC proposed to scale up the NFE-MIS in two other districts with adapted questionnaires and software in the Habiganj and Narail districts in 2009-2010. Once those tools are finalized, NFE-MIS can be linked with BNFE projects, in particular, Post Literacy and Continuing Education for Human Development Phase 2 (PLCEHD-II) in 28 districts.

In conjunction with the NFE-MIS development process, UNESCO assisted jointly with the Swedish International Development Cooperation (SIDA) and

Literacy by Levels of Skills

Non-literate

Semi-literate

Literate at Initial level

Literate at Advance level

29%34%

16%21%

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in collaboration with CAMPE, the mapping of NFE activities in Bangladesh, including major NFE providers and their existing coverage.

Building on the mechanisms developed under the NFE-MIS and to facilitate decentralised planning and management of education institutions, district education profiles of two districts, Cox’s Bazaar and Lalmonirhat, were prepared in November 2009. The profile surveyed all types and levels of educational institutions including their locations, students and potential age group population, teachers and their educational background, management, financing, and other relevant aspects.

The information documented in district education profiles was used by the government, district administration, local institutions in the districts, and other development partners associated with the planning and implementation of present and future education intervention in these two districts.

Many countries are now trying to integrate ICT into education for its recognised role in facilitating learning processes, ensuring learning outcomes and other tasks of education. UNESCO Dhaka’s work in this area has focused on capacity and resource development, as well as policy formulation.

INFORMATION AND CONMMUNICATION TECHNOLOGIES (ICT) FOR EDUCATION

50

45

40

35

30

25

20

15

10

5

0Non-literate Semi-literate Literate at Initial

levelLiterate at

Advance level

Rural Barisal

Rural Chittagong

Rural Dhaka

Rural Khulna

Rural Rajshahi

Rural Sylhet

Urban Barisal

Urban Chittagong

Urban Dhaka

Urban Khulna

Urban Rajshahi

District Education Profile provides online maps of educational institutions in two districts including related data.

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Capacity and resource development through ICTA survey on the experiences on use of ICT in literacy/NFE programmes in Bangladesh was conducted through the Development Research Network (D.Net) in 2007, collecting information from more than 50 government and leading NGO officials through questionnaires and focus group discussions. The survey found that the use of ICT in literacy/NFE programmes in

recommendations of the workshop included: that all ICT-based education materials should follow the principles of instructional design; be relevant and culture sensitive; and be compatible with different operating systems. It was also recommended that materials be accessible by all, including people with disabilities.

A capacity building training workshop for use of ICT in literacy/NFE programmes was organised in March 2008 with the objective of enhancing the capacities of programme managers, CLC facilitators of government and non-government agencies. The training covered concepts of using ICT in literacy/NFE programmes, benefits and challenges of using ICT in literacy/NFE programmes, and as a guideline for converting traditional courses into ICT enhanced courses. With support from the UNESCO Dhaka Office, the Dhaka Ahsania Mission conducted the training. The development of ICT-based Bangladesh was not widespread. Some NGOs used ICT-based materials for awareness raising programmes and TV was the most widely used ICT media. Most of the materials developed using ICT was awareness-oriented and developed by NGOs. Some learning materials for pre-school and primary grade children were developed by private material developers but not well structured or guided by instructional design experts.

An experience sharing workshop was organised in May 2007 to share the findings of the study on the use of ICT in literacy/NFE programmes in Bangladesh. Renowned educationalists, government agencies, NGOs, research institutes and universities participated in the workshop. Experiences of other countries in the Asia-Pacific region were shared. Key

teaching/learning materials was undertaken, developing a 30-episode TV programme Anandopath Ashor based on Chetona, a national literacy primer for adults. It starred Mr. Mamunur Rashid, a renowned cultural and media personality in Bangladesh and involved Expressions Limited, a well known media company run by another prominent cultural personality, Mr. Ramendu Mazumder, who produced the TV programme. Each episode was 25 minutes in duration, aiming to make learning fun for adults. Based on the topics covered by Chetona, the TV programme contained folk songs, dramas, puppet shows, case studies and a celebrity’s speech on the topics.

It provided awareness, motivation, and literacy skills to learners. The scripts were reviewed and approved by MOPME and are now being broadcasted on the state-run television channel Bangladesh Television (BTV) every Friday.

ICT in Education Master PlanThe government, stakeholders and development partners began to formulate the ICT in Education Master Plan of Bangladesh by taking the first step - the Capacity Building Workshop on Using the ICT in Education Toolkit

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for Policymakers, Planners and Practitioners 27-30 April 2009, in collaboration with UNESCO Bangkok.

One of the government’s agendas was to make the country “digital” through ICT enhanced education and make the populace fit for 21st century ICT prepare an ICT in Education master plan for Bangladesh.

As a follow-up to the workshop, the government formed a national planning committee for the ICT in education master plan, comprising of representatives from challenges. Mr. Nurul Islam Nahid, Honourable Minister, Ministry of Education, was the chief guest.

More than 30 policymakers, planners and practitioners from government and non-government agencies dealing with education and ICTs, attended the four-day workshop at BANBEIS Bhaban. The participants were trained in using the ICT in Education Toolkit in the planning process for ICT in Education programmes. The workshop also recommended the formation of a planning committee to relevant ministries, departments, NGOs and civil society. The national planning committee for ICT in education master plan started working and formed four other working committees to draft the ICT in Education master plan by November 2010.

UNESCO Dhaka assisted the Ministry of Primary and Mass Education and the Bureau of Non-Formal Education, through the involvement of a national NGO, the Dhaka Ahsania Mission, to implement the project, “Mainstreaming HIV and Aids Prevention in Non-Formal Education in Bangladesh”. The objective was to incorporate HIV and AIDS prevention education and life skills into the national NFE Policy Framework, education curricula and teacher training curricula to enhance efforts to fight the spread of HIV and AIDS in Bangladesh. The mission is to ensure that young people will have access to proper knowledge, skills, competency, values, and attitudes that will protect them from HIV infection and that those who are infected with HIV will have access to a basic, good quality education and an environment of quality living. Numerous activities were carried out in collaboration with implementing partners and key stakeholders.

The project consisted of stakeholders’ meetings in six divisions, a survey on existing teachers training modules, a national workshop, the development of a HIV and AIDS curriculum for NFE, teacher training curriculum modules and guides, the training of BNFE teacher training and Upazila coordinators, and awareness raising materials, including DVDs and policy seminars as a component of World AIDS Day on December 3, 2008 and December 9, 2009.

Through this project, the capacity of NFE personnel was enhanced at both central and field levels. Support was provided to UN Joint Team activities marking World AIDS Day and to the World AIDS Day Campaign. As a result of the activities, the government incorporated HIV and AIDS education and life-skills education in the revised National NFE Policy Framework. It also agreed to use the developed modules and materials in the NFE programmes, including the ongoing PLCEHD II and the Basic Education Project.

HIV AND AIDS PREVENTION

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Since teachers are the key to a quality education, UNESCO Dhaka conducted a series of studies during 2008-09, concerning teachers’ roles, qualifications, training and their salary packages to provide support to the government in ensuring the quality of EFA.

The research study on “Teachers’ role in ensuring students learning” was carried out in December 2008 by the Foundation for Research on Educational Planning and Development (FREPD) to generate information on the teachers’ role in ensuring students’ learning in primary and secondary education, encompassing a wide range of related issues. The study provided information on the quality of teaching-learning process and on factors responsible for its level and variation, which were not available earlier. It put forward recommendations towards improving quality learning for critical thinking as an important area of study for helping the policy makers pay adequate attention to this area. The status and professional development of teachers in Bangladesh encompassed a wide range of issues including recruitment policy, training, promotion, supervision, regulatory frame work for private school teachers, teachers associations, etc. UNESCO Dhaka supported the Foundation for Research on Educational Planning and Development (FREPD) for conducting a study on “The status and professional development of teachers in Bangladesh” in 2007.

The study report provided a review of characteristics and qualification of the teaching force, according to the International Standard Classification of Education (ISCED 1997); the projection of teachers needed to achieve EFA; and more importantly, the role and impact of the primary education and secondary education teachers’ association. The findings of the study were shared at the national level seminar as a part of World Teachers Day on 5 October 2008.

A regional review of pre-service and in-service teacher training activity 2007-2008 was coordinated by UNESCO Bangkok to identify key capacity gaps in national teacher training systems to achieve EFA, and address an inclusive and gender responsive learning environment and promote a rights-based education in teacher training systems. UNESCO Dhaka participated in this regional review in 2008 to identify issues such as the relevance of teacher training curricula and constraints to the delivery of knowledge and skills achieved from these training events. The final report was shared at a regional seminar, organized by UNESCO Bangkok in Phnom Penh, Cambodia in May 2009.

Good Practices in Capacity Development of NFE Teaching Personnel in Asia was conducted in 2009 as a UNESCO joint initiative, involving the section for Teacher Education in UNESCO Paris, Asia-Pacific Regional Bureau of Education, Bangkok and UNESCO Dhaka. Bangladesh, India, Indonesia and Thailand were invited to participate in the research studies. The main focus areas of the study included policies; teachers’ status and recruitment; capacity development; and the linkage with the formal system. A draft framework on capacity development of NFE teachers of Bangladesh was also developed based on the findings of this study, which was finalized by BNFE, MOPME in 2010. The main findings were synthesized and shared at a proposed regional workshop organized in Dhaka in mid 2010.

PROFESSIONAL DEVELOPMENT OF TEACHERS

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UNESCO is the only agency in the United Nations system with a mandate in the field of culture. Activities are focused mainly on ensuring best practices in the management of intangible and tangible heritage. In accordance with its constitution, UNESCO protects and promotes cultural diversity in all its forms, including heritage, contemporary expressions, creative activities and cultural dialogue. The activities supported and implemented in Bangladesh relate not only to the field of culture, but also the role that culture should play in the area of development.

Baul songs, which were proclaimed “a masterpiece of oral and intangible heritage of humanity” by UNESCO in November 2005, are transmitted orally from one generation to another in the Baul community. Baul gurus transmit to their apprentice’s songs and traditions, which are threatened because they prefer the oral tradition, rather than songs in the written form. Due to this tradition of oral transmission of their heritage, there is an urgent need to collect the songs for documentation and preparation of notations.

To address this, UNESCO Dhaka partnered with the Bangladesh Shilpakala Academy under the Ministry of Cultural Affairs in December 2008 and drew up an action plan to safeguard and promote Baul songs, which was completed in July 2010.

To ensure the unadulterated transmission and accurate performances of Baul songs by the younger generation of the community, UNESCO Dhaka in partnership with the Bangladesh Shilpakala Academy organised a five-day workshop in Kushtia in June 2009 to identify promising young Baul singers. One hundred and twenty young Baul participated; ten of whom were selected for further training. Baul gurus Karim Shah and Pagla Bablu trained the selected ten and prepared them to record Baul songs onto CDs.

A two-day national Baul fair was organised on August 8-9, 2009 at the Kushtia District Shilpakala Academy. Approximately 250 Bauls and their followers from greater Sylhet, Mymensingh, Dhaka, Jessore, Khulna, Faridpur, Magura, Chuadanga, Meherpur, and Kushtia participated.

A two-day international Baul fair and seminar entitled “Fakir Lalon Shai in Contemporary Bangladesh: An anthropological perspective” was held at the Bangladesh Shilpakala Academy in Dhaka December 11-12, 2009. Baul singers from Bangladesh, as well as from West Bengal in India, participated. Experts from Bangladesh, India, the United Kingdom, and Italy each presented papers at the seminar. The wide coverage, both in the electronic and print media, contributed to raise awareness about the urgent need to safeguard Baul music.

Six hundred Baul songs were collected through a field survey in greater Kushtia district in November 2009. Five hundred of the collected songs

INTANGIBLE CULTURAL HERITAGE

CULTURE

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are being translated into English, and notations will be prepared for one hundred fifty of the songs. Fifty will be selected for production onto CDs.

In Bangladesh, 25 per cent of the population (30-35 million people) is directly affected by the production of the jute crop, which is a long, soft, shiny vegetable fibre that can be spun into coarse, strong threads. Many more are indirectly affected by the industry since it is one of the major cash crops in the country. Jute manufacturers are one of the most important industries; its significance is equivalent to ready-made garments, seafood processing and pharmaceuticals.

A decline in sales and production volume has been a fact for many years. Synthetic substitutes have played a great role in the downfall of the jute industry, as many of the traditional jute products, such as packaging and carpets, now have been substituted by synthetic materials.

In 2008, the UNESCO Dhaka office in collaboration with UBINIG (Policy Research for Development Alternative), formulated a guideline for the promotion of jute crafts to revive this sector on the local and international markets. The guidelines came out of a research study in Dhaka, Comilla and Rajshahi that identified the existing condition of the jute craft industry in Bangladesh and its impact on the artisans. The findings of the study pointed out that there is no national policy for the development of crafts in Bangladesh. Based on this alarming finding, a survey of the crafts in Bangladesh was initiated to formulate a national policy for development of the creative industry in the country. However, due to budget limitations, the study was limited within the Dhaka Division.

A detailed survey of the crafts of Bangladesh, in collaboration with the National Craft Council of Bangladesh, was carried out in selected districts of the Dhaka Division in 2009. The investigation resulted in the publication of a directory that has provided detailed information about area coverage of different crafts and artisans, including the artisan’s socio-economic background. The directory also provided a craft wise list of villages and information about products, their designs, and market prices, along with information about the availability of raw materials.

As part of UNESCO’s mission to protect and promote a diversity of cultural expressions and the development of cultural and creative industries, the Dhaka office in partnership with the Nazrul Academy published 1,000 copies of a special edition of a bilingual (Bangla and English) book on the life and works of national poet, Kazi Nazrul Islam.

SUPPORT FOR CREATIVE AND CULTURAL INDUSTRIES PROMOTION OF JUTE CRAFTS

SURVEY OF CRAFTS IN BANGLADESH: DHAKA DIVISION

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TANGIBLE CULTURAL HERITAGE: RAISING AWARENESS ON THE SIGNIFICANCE OF THE PAHARPUR WORLD HERITAGE SITE

WORKSHOP ON THE THEORETICAL AND PRACTICAL ASPECTS OF INVENTORYING AND DOCUMENTATION OF MUSEUM COLLECTIONS

This project was implemented in 2008 to raise awareness among the younger generation on the importance of the Paharpur World Heritage Site and its proper conservation through appropriate management. The project was implemented in collaboration with the Department of Archaeology, Jahangirnagar University. Focus group discussions and field excursions were arranged for young people of the Paharpur community to increase awareness about the heritage site. As per the recommendation of the study, there was a lack of information regarding heritage management in schools and on the madrasha syllabus. The findings of the study pointed out the urgent need to formulate a guideline for heritage education for young people, as well as to increase awarenes about their own heritage and management.

In March 2009, a training workshop was arranged at the Bangladesh National Museum in collaboration with Swadhin Sen, Assistant Professor of the Department of Archaeology, Jahangirnagar University. The objective of the workshop was to formulate a guideline for inventorying and documentation of the museum collections. Twenty museum staff from government and private museums were trained in the following sessions:

New Concepts of “Objects” and Their Contexts and Biography: •Recent Theories and Methods of Museum, Museum Inventorying and DocumentationDigital Methods and Concepts of Museum Inventorying and •Documentation Defining the Goals and Modes of Inventorying and Documentation for •the Future

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The lack of capacity at the Department of Archaeology of Bangladesh to manage heritage sites is the single most negative factor contributing to the relatively poor and constantly deteriorating state of conservation of significant heritage sites in the country. The UNESCO Dhaka Office gives high and urgent priority to upgrading professional and managerial capacities of Department of Archaeology staff.

A five-day workshop was organised in the capital in May 2009 in collaboration with the Department of Archaeology, to train local staff. Drafting a national plan for value-based integrated management of the country’s heritage sites was another objective. Ten staff members from the Department of Archaeology and five teachers from Jahangirnagar University participated, which was comprised of three training sessions:

The Principles of Value-Based Management • Implementation of Value-Based Management Plan •Identification: Defining the Outstanding Universal Value of World •Heritage Sites

A draft outline for a national plan for management of heritage sites in Bangladesh came out of the workshop. A draft statement about the outstanding universal value of inscribed and tentative World Heritage sites such as Paharpur, Bagerhat, Kantajee and Mahasthangarh was also prepared.

A four-day workshop was held in December 2009 in Mahasthangarh, the earliest urban archaeological site discovered in Bangladesh, in partnership with the government’s Department of Archaeology. The need for a national plan for the management of cultural heritage in Bangladesh and related problems were the key agenda items. Site managers of four cultural heritage sites in Bangladesh made presentations. Based on their talks, group discussions were held on how the management plan should be structured, followed by an open discussion on a draft outline and ideas regarding a guideline for managing national heritage sites. A brief draft outline of the National heritage Management plan was produced as an outcome of the workshop.

WORKSHOP ON A VALUE-BASED INTEGRATED HERITAGE MANAGEMENT PLAN FOR BANGLADESH

WORKSHOP ON ETHICS-BASED MANAGEMENT OF FOUR CULTURAL HERITAGE SITES

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The UNESCO Dhaka office introduced social and human science activities during the 2008-09 biennium. Amongst UNESCO’s programmes, the mission of the social and human sciences sector is to advance knowledge, standards and intellectual cooperation in order to facilitate social transformation conducive to universal values of justice, freedom, and human dignity. The UNESCO Dhaka office, in collaboration with UNESCO Bangkok, started work on much needed ethics education in Bangladesh in 2009.

The issue of the ethical dimension of the current scientific and technological evolution must be fully addressed to ensure global security. Ethics education is one of the ways to cultivate ethical behaviour in society, as well as in scientific and technological development. A two-day workshop was organised to review and share the methodologies of application and integration of Asian and international ethical knowledge, epistemology and how to put ideas into practice. The workshop also explored how to improve the ethics of research, policy making and decision making, especially in the field of biotechnology, public health, environmental issues and teaching ethics. The workshop was held 17-18 March 2009 at the University Grants Commission and Social Science Research Council at the Ministry of Planning.

It was led by national and international experts such as social and natural scientists, policy makers, teacher-trainers, teachers, educators, and members of ethics committees participated.

The workshop shared situational analysis of Bangladesh in terms of ethics in education and research, explained the need for an association for follow up actions on the Universal Declaration on Bioethics and Human Rights (2005), and set the ground for forming a society for bioethics education in Bangladesh.

A follow-up workshop was held on 11-12 July 2009, during which preparations were made for the establishment of the Bangladesh Bioethics Society. The society was established and formally registered and held its first meeting on March 2010.

WORKSHOP ON ETHICS EDUCATION IN BANGLADESH

SOCIAL AND HUMAN SCIENCES

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COMMUNICATION AND INFORMATION

Amongst all UN organizations, UNESCO has the unique mandate to promote freedom of expression and universal access to information. In Bangladesh, UNESCO has focused on three broad areas: media capacity building, establishing media-friendly laws, and facilitating equitable access to information and knowledge. Initiated in 2006, UNESCO Dhaka has since played a significant role in developing a free, independent and pluralistic media environment.

UNESCO Dhaka has been campaigning for a broadcasting policy and more media-friendly laws since 2007. Since the early 1990s, the broadcast media in Bangladesh has witnessed astonishing growth as 13 private satellite TV channels have already been established, while 10 more are in the pipeline. However, programming quality has plunged with most stations pursuing commercial interests at the expense of public interests. Licensing has been politicized, ownership concentration increasing, and media conglomerations are on the rise. The absence of any regulatory system has contributed to many of these malaises.

Against such a backdrop, UNESCO has organised a series of advocacy meetings in partnership with the Massline Media Centre and the Bangladesh NGOs Network for Radio and Communication. All stakeholders, including broadcasters, academia, journalists, civil society, and policy makers, were involved in the project. The objective was to sensitize the government and other stakeholders about the need to enact a broadcasting policy. Distinguished participants included four members of parliament, all of whom are also members of the Parliamentary Standing Committee on the Information Ministry, the vice-chancellor of Dhaka University, and senior journalist, Monjurul Ahsan Bulbul. The need for formulating a broadcasting policy and media friendly laws was emphasised during the meetings.

ADVOCACY CAMPAIGN FOR ENACTING A BROADCASTING POLICY AND MEDIA FRIENDLY LAWS THROUGH ORGANIZING ROUNDTABLES

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Civic participation in the media is almost non-existent in Bangladesh. The fact that citizens have a major stake in media matters is hardly known or accepted by either the citizens or the media community; however, interaction between the two groups is vital for developing an independent and pluralist media that will serve the public interest.

In many parts of the world, UNESCO has supported citizens’ activism in media affairs. UNESCO Dhaka also came forward when the Centre for Development Communication (CDC) showed an interest in the initiation of such civic participation in Bangladesh. This set off the first-ever related to the media, publish newsletters, posters, and conduct audience polls. MNF has organized three seminars, two in Dhaka and one in Chittagong, over the last half of 2009. It involved forum members as well as print and broadcast media journalists, academics and civil society organizations. The topic of the forum meeting held in September at CIRDAP in campaign, primarily to inform media consumers about issues such as media content, media policy, the media’s role as a watchdog, media ethics, advertisements, objectivity in news, etc. Since all these issues directly and indirectly affect consumers, it is crucial that the public has a say in these matters.

In July 2009, the Media Nagorik Forum (MNF) was formed with an 11-member convening executive committee, with renowned media personality Muhammad Jahangir as the convenor. Over the next two months, the forum attracted more than 600 members. The forum set out to hold meetings in which media consumers would voice their feelings about topics Dhaka City was: “Television Programming: Expectation and Achievement”. The initiative received widespread attention in media circles and enthused media consumers representing different sections. However, it will take some time before media consciousness takes root amongst citizens on a mass scale. UNESCO will continue to support the campaign.

UNESCO celebrates World Press Freedom Day on 3 May to promote freedom of expression and freedom of the press all over the world. In Bangladesh, UNESCO marks the day by honouring journalists for their professional excellence and courageous work. The UNESCO Bangladesh Journalism Award for investigative reporting was introduced in 2008. The objective is to encourage investigative journalism and to enhance the professional skills of journalists in general. In 2008, UNESCCO celebrated the day alone; however, in 2009 it teamed up with the Centre for Development, Journalism and

PROMOTION OF CITIZENS’ PARTICIPATION IN THE MEDIA

CELEBRATION OF WORLD PRESS FREEDOM DAY AND THE CONFERRING OF THE UNESCO BANGLADESH JOURNALISM AWARDS 2008 AND 2009

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PUBLICATION OF EASY-READING MATERIALS AND A VIDEO CD ON COMMUNITY RADIO (CR)

Communication, and the Canadian High Commission in Bangladesh. The first award was won by Hanif Mahmud of the daily Prothom Alo for his story on land grabbing on the outskirts of Dhaka. In 2009, the number of awards rose to four; two awards for each of the two categories in print and electronic media. The awards, comprising of cash prizes and certificates, were given to winners by the information minister at a ceremony held in the CIRDAP auditorium in Dhaka. Although it is only in its second year, the UNESCO award is already one of the most prestigious journalism competitions in Bangladesh. The surge in participants testifies this, rising from 72 submissions in 2008 to 415 in 2009.

CR has been a major focus of UNESCO’s communication and information programmes over the last few decades. In Bangladesh, UNESCO has been supporting the campaign by organizing advocacy campaigns involving CR activists, civil society organizations and policy makers amongst others, as well as seeking the right to open more CR stations. UNESCO has been at the forefront of this movement that met success on 12 March 2008 when the Fakhruddin-led caretaker government finally approved the CR policy. Aside from advocacy campaigns that involved meetings and seminars, UNESO also produced easy-reading materials, a 30-minute audio tape, and most recently, a 10-minute video CD.

Rural communities, which are a major target of the CR initiative, and the local level government officials who are responsible for the overall monitoring of the stations, lack proper knowledge about CR and how people can benefit from it. Consequently, this is what inspired UNESCO to produce materials that will help create basic understanding of the CR concept. UNESCO Dhaka, in collaboration with BNNRC and Indigenous Visual Arts (IVA), produced print and audio-visual materials in 2008 and 2009, respectively.

As Bangladesh waits for licences to be issued for establishing the CR stations, UNESCO is working on the critical need for capacity building of CR initiators, the rural communities, and local level governments to facilitate smooth operation in the soon-to-be established CR stations.

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DEVELOPMENT AND PUBLICATION OF GUIDELINES FOR MASS MEDIA IN ELECTION COVERAGE

TRANSLATION OF AN ELECTION REPORTING HANDBOOK IN BANGLA

Prior to the ninth general elections in Bangladesh, which were held on 29 December 2008, UNESCO Dhaka developed and published “Guidelines for the Mass Media in Election Coverage”, in collaboration with journalists, the Election Commission, political parties, civil society members, media law experts, academia, and relevant government agencies. The objective was to ensure reliable, unbiased, and responsible reporting on elections.

While it will certainly take time to reach the goal of achieving international standards in election reporting, the guidelines have been a good starting point because journalists now have a document elaborating what constitutes as international standards in this area.

In the days leading up to the elections in 2008, UNESCO Dhaka also published an election reporting handbook titled “Nirbachoni Protibedoner O, Aa, Ka, Kha”. It is basically the Bangla version of “Media and Elections: An Elections Reporting Handbook,” published by the Institute for Media, Policy and Civil Society, a Canadian-based international media organization. The objective of the publication is to equip Bangladeshi journalists with a manual to help them cover elections in a manner that is credible and impartial. The Bangla version of the handbook was distributed among national and local level journalists, press clubs, academia, NGOs, and civil society organizations involved in election monitoring before the 9th parliamentary elections held on 29 December 2008.

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ICT ORIENTATION FOR DISTRICT LEVEL JOURNALISTS

STUDY OF THE STATE OF JOURNALISM EDUCATION IN BANGLADESH

Another activity in the CI sector involved a study of the state of journalism education in Bangladesh, in which UNESCO commissioned the study to the Bangladesh Centre for Development, Journalism and Communication. The project was undertaken as a part of UNESCO’s efforts to build capacities of journalists and journalism schools. The study mapped the existing situation of journalism education in Bangladesh, including its quality, effectiveness, relevance of the curriculum, ability to meet market demands, etc. The modality of the study was developed on the basis of two UNESCO publications: “Model Curricula for Journalism Education” and “Criteria for Quality Journalism Training Institutes”. The study identified a number of deficiencies, including resource constraints, lack of competent faculties of journalism education providers, as well as curricula that need to be critically reviewed to find out if they are still relevant; and more significantly, if the curricula could produce graduates able to meet the market demand. The study has not been published; however, it is available on the UNESCO Dhaka website at www.unescodhaka.org

Journalists working at district levels in Bangladesh have little access to quality training facilities and basic technological support, such as computers and the internet. Therefore, an activity was designed and carried out in collaboration with Other Vision Communication. The objective was to give 16 journalists, employed at district- based newspapers in Satkhira and Khulna, the experience of internet browsing and emails. The module of the training was developed and based on the UNESCO publication titled “Net for Journalists”, a practical guide to the internet for journalists in developing countries, by Martin Huckerby. The manual was adapted and translated into Bangla, and written in a style that journalists with very little exposure to the internet will be able to follow on their own.

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CAPACITY BUILDING OF BANGLADESH MEDIA IN DISASTER REPORTINGThe Bangaldeshi media are generally poorly skilled when it comes to reporting disasters. They are unaware of the shift in the focus of disaster reports, from highlighting human misery and relief operations, to reducing risks. While the government and donor communities are funding initiatives to train threatened communities on how they may reduce risks of hazards, the media are not yet equipped to take a cue from it. Media that recognises the importance of risk reduction, as well as the skills to engage both the public and the government can clearly make a big difference. With this objective, UNESCO Dhaka initiated the Capacity Building project.

Under the scheme, a study was carried out in 2009 in partnership with the Management and Resources Development Initiative. A clear picture of the media’s capacity for covering disasters emerged through the study. Training materials and modules will be developed based on the study’s findings. The assessments were made based on careful scrutiny of disaster news reports published in six major newspapers and aired on four television channels, as well as on a series of focus group discussions and interviews of disaster victims and other key informants.

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Staff Information (as of December 2009)

Mr. Malama Meleisea Director

Mr. Kiichi Oyasu Programme Specialist - Education

Mr. Abdur Rafique Senior Programme Officer – Education

Ms Mahfuza Rahman Programme Officer - Education

Mr. Borhan Uddin Programme Officer - Education

Ms. Shereen Akther Programme Officer – Education

Mr. Shamim Ahsan Khan Programme Officer – Communication & Information

Ms. Shahida Khanom Programme Officer – Culture

Mr. Khan Wali Imam Library/Information Officer

Mr. M Mahbubar Rahman Administrative Assistant

Mr. Sadeque Ahmed Secretary to Director

Mr. Sandy Ronald Gregory Project Assistant

Ms. Rafia Haque Secretary

Ms. Nahid Afroz Finance clerk

Ms. Shalina Akther Receptionist

Mr. Ratan Behari Dey Driver

Mr. Nittay Gopal Shaha Driver

Mr. Polash Chandra Sarker Messenger

APPENDIX

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