effective classroom based on computer

From the observation of Bangladesh community, it seems that the following policy initiatives are important conditions and facilitators of ICT-based learning and distance education:


1. Government awareness of the importance of ICTs for national education: This demands understanding that a) information and communications technology are vitally important to the development of the economy and to participation in the global information society, with a corresponding need to develop appropriate skills, and b) ICT based learning and distance education can play a crucial role in broadening access to education for the whole society.

2. A strategic plan or policy: This must be based on an analysis of needs and priorities for the use of ICT to improve education. Key elements and concrete steps of such a strategic plan are:

• ICT skills integration in national curricula

• Equipping schools with computers & internet

• Initiatives and programs, which invite and attract private sector involvement

Two other conditions are important for the success of ICT-based distance education in Bangladesh. These are the presence of local participation and initiative, and serious considerations regarding the self-sustainability of projects.

Bangladesh Open University is the only university in Bangladesh that is offering Distance Education. Established in 1992 by an act of Parliament, it has opened up new vistas in distance education in the country. Situated at a picturesque site of Gazipur, 30 km north of Dhaka, BOU has a printing and production division and a modern media centre. Construction of these organisational structures is almost complete, with financial assistance from ADB and the government of Bangladesh. BOU`s programmes are aimed at everyone, particularly working people and women and those socially disadvantaged.


Bangladesh Open University relies heavily on print materials, electronic media like radio-television and audio-video cassettes, tutorial services, computer networking and the internet. The use of these techniques helps BOU to take its academic programs to the doorsteps of people far and wide. It makes room for in-house education.

girls are also use computer

Getting reliable statistics on women’s use of ICT in Bangladesh is very difficult. However, it is clear that the numbers are small. Most girls in Bangladesh who use information technology use it classroom. Except in upper-income enclaves, access to a computer or the internet at home is not a typical phenomenon. A series of factors including literacy and education, language, time, cost, geographical location of facilities, social and cultural norms, and women’s computer and information search and dissemination skills constrain girls access to information technology.

student learn more from computer

The information and communication technology (ICT) revolution brings particular challenges to education systems around the world. These challenges are in three broad areas. The first has to do with participation in the information society, the second is ICT impact on access, cost-effectiveness and quality of education, while the third is to do with the way that ICT changes the education process.


The various types of learning noted by researchers and educators fall into three general categories:

1. Formal learning takes place in schools and higher education institutions providing systematic education.

2. Non-formal learning occurs outside the formal education system but is nevertheless an organised event with specific target groups or clients and learning objectives. This includes ‘continuing education’, ‘adult education by distance education or social interactive education’, ‘professional training,’ ‘literacy programs’ and other organised programmes. Asian South Pacific Bureau of Adult Education (ASPBAE)


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ALl student involve

On the positive side, the computer is more widely used in the country than five years ago. Internet use is widespread, with the number of dedicated users (those who own an ISP account) having gone up from a mere 2000 to approximately 50,000+ in just 4-5 years.


Also, government incentives like tax holiday on software initiatives, reduction of duties on computer hardware and allowing the ISPs to choose vendor other than the government-owned BTTB has greatly helped to increase IT-related activities and awareness in the country.

Emphasis on girls

Enrollment in degree-granting institutions is projected to increase 12 percent for men and 21 percent for women by 2014, according to a new compendium of statistics published by the National Center for Education Statistics. In Projections of Education Statistics to 2014, NCES has provided statistics on elementary and secondary schools and degree-granting postsecondary institutions. Included are projections of enrollment, graduates, teachers, and expenditures to the year 2014.

computer in secondary school

Formal education in computers was first started in 1984 with the foundation of Computer Science and Engineering Department in Bangladesh University of Engineering and Technology. ICT education thereafter gradually extended to the bachelor’s degree, higher secondary and secondary school levels. In Bangladesh, there are about 83,796 primary level institutions, 5,694 and 15,748 junior and secondary level institutions respectively, 2,339 higher secondary and degree colleges and more than 1,000 ICT training centres.