|How is the Current education system in Bangladesh?|
Committed to Ensure Access to Quality Education for all
At a Glance
Supported by European Union the ONGIKAR project (July 2013- June 2017) is aimed to contribute towards the achievement of EFA and MDGs and facilitate the implementation of National Education Policy (NEP-2010), Skills Development Policy (SDP-2011) and the ECCD Policy Framework.
Objectives of ONGIKAR
- Create increased awareness among general mass and influence towards policy and practice change
- Get 200,000 children of school going age and below ready for school
- Facilitate Access, retention and completion of all children and young adults in basic education
- Make education beneficial for at least 100,000 learners of disadvantaged groups by linking with TVET
- Address issues related to equity and equality
Major Areas of Focus
• Early Childhood Care & Education (ECCE)
• Primary & Secondary Education
• Multi Lingual Education (MLE)
• Education in Emergencies (EiE)
• Youth & Adolescent Development
• Vocational Education and Skills Development
• Budget Education
• Gender justice and equity
• Right to Education
• Right to Information for Education Governance
• 25,000 of NGO and Government officials involved in grassroots to national level, entrepreneurs, technical training institutions situated at different districts and sub-districts, with special focus on disadvantaged areas/communities will be influenced through advocacy and lobbying.
• 40 million people will be informed through electronic, print and folk media and other different infotainment materials to activate them to be involved in education and skill development.
• 300 NGOs and 15 Forum or Networking body will come forward collectively to raise voice on disparity issues under the wider umbrella of CAMPE.
• ECCE support extended to 200,000 children aged 3-8 from disadvantaged groups towards effective transition to primary education
• 100,000 young adults from marginalized community get access to TVET and linked to world of work through self-employment and wage employment
• Increased opportunity for inclusive education including multi lingual education(MLE) for 10 indigenous linguistic groups
• Raised awareness of issues and increased demand for policy and practice change
• Process for gender mainstreaming in education programs facilitated
• Project cycle management strengthened