Chapter 1

Introduction

1.1 Education System:

Over the last 20 years, Bangladesh has made a significant progress in education. Primary school enrollment increased from 12 million to over 18 million during 1990-1998. Other parts of the education system also made an expansion. However, still one out of every five primary school-age children is out of school, nearly a half of new entrants to primary first grade are not of the official entrance age and of those enrolled, drop-out rate is high. Regional and gender equity issues and educational outcome problems (such as still high illiteracy) add to the challenge. The government, local community and nongovernmental organizations are striving to improve the education sector performance with support from external agencies.The report presents an overview of the education sector in Bangladesh based on secondary material. Ithas been prepared by a team of national consultants. The objectives of this study are to (i) present the current status and government policies in education and progress made in the education sector in recent years; (ii) identify and explain major issues and constraints in the development of education; and (iii) summarize major activities of government, non-governmental organizations and external donor agencies and lessons learned from these regarding future development. It is expected that this review will help Japan Bank for International Cooperation (JBIC) to be informed about and to assess the constraints, opportunities and choices for possible future support to development in the education sector in Bangladesh. With 130 million people, Bangladesh is the eighth largest in the world in population. It is also one of the most densely populated countries and endowed with limited natural resources. Bangladesh has to rely, more than most developing countries, on its human resources for progress and prosperity.

The constitution of the Republic provides general directives for formulating the country’s development goals, objectives and strategies. The Fifth Five-Year Plan (1997-2002) document identified various strategies for reducing poverty, accelerating growth and building a strong base of human capital. Recent development trends show that the pace of economic growth has picked up, but not enough to make a significant dent on the income poverty situation. Inequality in the rural socio-economic structure appears to be on the rise. While education is seen as an instrument for achieving social and economicgoals, per capita annual spending of about $7.50 on education remains very low. This represents a 2percent share of public expenditure in GNP, one of the lowest in the world. The structure of education provisions is characterized by discontinuities and disjunctions. The system is managed in a highly centralized manner without the essential involvement of beneficiaries and without accountability to them. Key organizational units of educational management and professional support lack professional capacity and educational decision-making is often without institutionalized professional involvement.

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1.2 Job Market:

The present trends in Job Market continue to be what they were in the later part of the

20th Century. \\\'Fewer jobs and innumerable aspirants\\\' is the order of the day now and no

wonder, employers and recruiters have a wide range of scope in the choice of their manpower

and they also have the final word in negotiating the compensation of employees.

The employees who secure a foothold in organizations with Herculean efforts coolly accept

without a murmur whatever salary is offered to them. This, however, is only one side of the

coin, as the situation is applicable mostly to the lower and middle level jobs. A modern

potential employer knows that an organization can be mechanically run by these employees

but the real growth development of it depends on the genuinely talented persons who even

assert and accept assignments only their own terms and conditions.

1.3 Objectives:

The objectives of this study are as follows:

1. Present the current status, government policies, and progress made in

Bangladesh’seducation sector in recent years;

2. Identify and explain major issues and constraints in the development of education

andfactors related to the issues; and

3. Summarize major responses to the issues by government, non-governmentalorganizations

and external donor agencies and main lessons learned.

It is expected that this review will help Japan Bank for International Cooperation (JBIC) to

beinformed about and to assess the constraints, opportunities and choices for possible

futuresupport to development in the education sector in Bangladesh.

1.4 Methodology:

This paper is based on primary and secondary data. The Primary data have been collected

through with the concerned authorities, visitors, tour operators, industry expert and local

people. The Secondary data have been collected from the publications of Bangladesh Parjatan

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Corporation (BPC), Bangladesh Bureau of Statistics, Bangladesh Bank, the concerned

ministry and published thesis, books, journal, daily newspapers and websites etc.

1.5 Limitation of the study:

This report is aptly described as an overview of the education sector rather than a

sectorreview, which would usually entail more detailed description and analysis than

presented here and would preferably, be prepared in close collaboration with responsible

governmentauthorities in different sub-sectors. This presentation is primarily descriptive with

analysis andjudgment incorporated as appropriate. The report does not prescribe a policy

package or aninvestment program, though policy options have been discussed and lessons

relevant fordeveloping policies and programs are indicated on the basis of available

information.

1.6 Report Preview:

This report contains six chapters. Chapter one is about relevant introductory information

about the report. Chapter Two will provide some useful information about Job market and

education system. Chapter Three is an analysis. Chapter four is Problems and Prospects job

market and education system. Chapterfive draws findings of the study, Conclusion and

Recommendations.

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Chapter-2

JOB MARKET

Overseas employment has come down sharply in recent times as many Bangladeshi workers

are losing jobs abroad because of the global economic meltdown, which is unlikely to create

pressure on the country’s domestic employment. This apprehension has increased more

following Wednesday’s ILO report that global unemployment in 2009 could increase over

that of 2007 by a range of 18 million to 30 million workers, and more than 50 million if the

recession continues to deteriorate. A total of 44,378 Bangladeshis got jobs abroad last

December and 46,267 till January 27 while 75,516 workers joined overseas jobs monthly on

an average in 11 months of 2008, according to the statistics of the Bureau of Manpower

Employment and Training (BMET).This declining rate of overseas employment is unlikely to

dip further in the coming months as Malaysia and the United Arab Emirates (UAE), which

were the main destinations of Bangladeshi workers in last two years, have already reduced

the number of hiring Bangladeshi workers. Malaysia hired only 6,701 workers last December

and 5,694 till January 27, indicating decrease in recruitment. The country hired 11,369

Bangladeshi workers monthly on an average in the first 11 months last year. Malaysia’s

Deputy Prime Minister NajibRazak told the parliament last October that his government was

taking steps to reduce the number of foreign workers by 400,000 in a year until 2010.On the

other hand, the UAE, which hired about 3.95 lakh workers out of 8.32 lakh from Bangladesh

in 2008, has reduced issuing work visas due to the global economic meltdown. The UAE

hired 23,978 Bangladeshi workers last December while 25,463 till January 27, although it

hired around 36,000 workers on an average each month until November 2008.There are also

some reports that reveal that many workers are losing jobs in the UAE.Bangladesh’s

traditional and major labor market Saudi Arabia has also significantly reduced issuing work

visas to Bangladeshis since February last year. In December last year, Saudi Arabia recruited

only 1,531 Bangladeshi workers and 981 till January 27 this year. Kuwait, on the other hand,

stopped hiring Bangladeshi workers in late 2006 following an allegation of malpractice in

hiring the workers. Besides, Bangladeshi workers are losing jobs in Singapore, which is

facing serious global financial meltdown, mainly in the shipping business. Sultana Adnan,

welfare coordinator of Singapore Bangladesh somite in Singapore, told The Daily Star over

phone that around 10,000 Bangladeshi workers who lost jobs were provided with some food

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and shelters by some charities in that country. Some workers have already returned home

after losing their jobs. “Bangladesh is unlikely to face a negative impact in overseas

employment if the current situation continues. This will certainly put a pressure on the

domestic employment," said Abdul HyeMondal, senior research fellow at Bangladesh

Institute of Development Studies (BIDS).An official at the expatriates’ welfare ministry said:

"We have still some hopes as Libya, Jordan, Qatar and Syria have a good demand of workers

and we must take this opportunity. “The government should also make high-level dialogue

with Saudi Arabia and Kuwait to fully open their markets for Bangladeshi workers, he added.

In Bangladesh the pharmaceutical sector is one of the most developed hi-tech sectors within

the country's economy. After the promulgation of Drug Control Ordinance - 1982, the

development of this sector was accelerated. The professional knowledge, thoughts and

innovative ideas of the pharmaceutical professionals working in this sector are the key factors

for these developments. Due to recent development of this sector it is exporting medicines to

global market including European market. This sector is also providing 97% of the total

medicine requirement of the local market. Leading pharmaceutical companies are expanding

their business with the aim to expand export market. Recently few new industries have been

established with high tech equipment’s and professionals which will enhance the strength of

this sector

Two organizations, one government (Directorate of Drug Administration) and one semi

government (Pharmacy Council of Bangladesh), control pharmacy practice in Bangladesh.

The Bangladesh Pharmaceutical Society is affiliated with international organizations

International Pharmaceutical Federation and Commonwealth Pharmaceutical Association.

According to Bangladesh Pharmaceuticals and Healthcare Report Q1 2011, Bangladesh

medicine sales reached Taka 7,000 core in 2010. Business Monitor International in its latest

report (Q1 2011) said Bangladesh has moved up one place to occupy the 14th position in 17

regional markets surveyed in BMIs Pharmaceutical & Healthcare Business Environment

Ratings for the Asia region. Still, Bangladesh has a long way to go, the report said. This

adjustment now sees Bangladesh placed below Vietnam and above Sri Lanka. Bangladesh's

pharmaceutical rating is 40.2 out of 100, a figure that has changed marginally from the

previous quarter but remains lower than the regional average of 53.1. Globally, Bangladesh

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occupies 67th position in BMIs 83 market-strong pharmaceutical universe.

The industry players forecast the growth trend would take the sales volume to Tk 10,000

crore in 2011. Square, Beximco, Eskayef, Incepta and Acme are the top five manufacturers

by sales and growth rate.

Beximco grew faster than other companies at a staggering 33 percent in 2010 with Tk 523

crore sales. Incepta's sales and growth rate were Tk 665 crore and 31 percent respectively,

followed by Acme's Tk 600 crore and 17 percent. Eskayef logged Tk 426 crore in sales and

the growth rate was 27 percent, the third highest pace in the year, said a company official.

“Increasing health consciousness and buying capacity have helped the industry grow

consistently,” said MizanurRahmanSinha, managing director of Acme Pharmaceuticals, one

of the fastest growing manufacturers. Sinha predicts the industry's total sales at Tk 10,000

crore in the current year.

Managing Director of Incepta Pharmaceuticals Abdul Muktadir echoed the same reason for

the market growth, but he is not surprised to see the success. Muktadir said 5 percent GDP

growth helps the pharma industry grow at 15 percent, and 6 percent and 7 percent growth

makes it 20 percent and 25 percent respectively.

Sales of Square Pharmaceuticals, the market leader, were Tk 1,270 crore in 2010, up from Tk

1,116 crore a year ago. Sales grew 14 percent year-on-year.

AM Faruque, managing director and chief executive officer of Apex Pharma, finds

Bangladesh market to be a potential one. He thinks affordability and availability of medicines

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will help the market boom in the next few years. Faruque said Apex Pharma, which is not a

big player now, will emerge as one of the top five companies in five years. The present

turnover of the company is Tk 60 core only. “Apex is coming in a big way,” said Faruque.

Bill Mckean, a UK pharmacist who has recently joined Apex Pharma as its chief technical

officer, sees a huge prospect and high-quality players in the local market. According to him, a

large population and relaxation of trade related intellectual property rights (TRIPS) for least

developed countries are contributing to the market growth.

The Changing and Challenging Features of Labor Market in Bangladesh

The changing features of the composition of labor force, employment, unemployment,

underemployment scenario depends on various factors such as demography, structural

change, change of social attitude, trends of economic activities, the macroeconomic policies

initiated by private and public sectors as well as multilateral organizations specially the

World Bank, IMF, United Nation. In various cases, the factors are interrelated with various

aspects. In this section of this paper, we will elaborately explore the anatomy of the labor

market in Bangladesh and the literature survey associated with various economies along with

Bangladesh.

Chletsos, Kollias and Manolas (2000) found that the growth rate has a positive impact on the

employment level; however, there is a negative relationship between employment and labor

productively. Chletsos and Markellos (2005) also GDP, exports to imports and employment

level (Chletsos, 2005).

Though Bangladesh achieved GDP growth rate 6.634% in period 2005-06 compared with

5.26% period 2002-2003. Crude activity rates (indicates the ratio of the economically active

population to the total population expressed in percentage) of male and female increase

butwith higher gap. Over the year, it has no significant change. Another aspect is that the

unemployment rate remains almost constant at 4.3%. Figure 1 exhibits GDP growth rate and

unemployment rate of population age 15 and above in Bangladesh by sex, 1995-2006.

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Source: BBS: Labour force survey (Dhaka, GoB, Various years) Bangladesh Economic Review (GoB, various years)Note: a at constant prices for year 1995-96

Source: BBS: Labor force survey (Dhaka, GoB, Various years) Bangladesh Economic Review (GoB,Various years)Note: a at constant prices force year 1995-96

In figure 2 unemployment rate was 3.5 percent in the year 1995-96 which was lower compare

to 1999-2006. However, female unemployment rate was 7.8 percent and over the year it has

been declined to 7 percent. In the year 2002-2003 female unemployment rate was low

(9.9percent) compare to other fiscal year among 1995 to 2006. In contrast to the female

unemployment rate, in the 2002-2003, male unemployment rate was high (9.2 percent)

compare to other fiscal years among 1995 to 2006.

The labor force is growing faster than the employment opportunities, hence the unemployed

persons increase over time. Instead of these, change of sectorial growth rate is also

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responsible for the rising unemployment rate. Table 1 shows that over time (2001 to 2007)

the growth rate of agriculture and forestry sector is very instable, while the lion’s share of

labor force in

Bangladesh is engaged in agricultural sector. Based on table 1, the growth rate of

manufacturing sector for FY 2005-07 is 9-72 percent against 10.77 percent in the previous

year. However, in 2004-2005 the growth rate was 8.19. Mainly the knitwear, ready-made

garments and cotton textile fuel the growth of manufacturing. The growth of service sector

also increases. Nevertheless, the rate of increment of manufacturing and service sectors is not

sufficient to recruit all involuntary unemployed in these sectors.

Source: Bangladesh Economic Review 2008, Ministry of Finance, Gob.

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Source: Calculated from the BBS: Statistical Yearbook of Bangladesh, Various years (Dhaka,

Gob).

In figure 3 shows that over the year employment level in agriculture sector has been declined.

In contrast to agriculture sector, employment level in manufacturing and service sectors have

been increased. There exists gender variation in respect of employment by the major industry

sectors (does not show in the figure). Among the male, as high as 39-27% were engaged in

agriculture, forestry and related works followed by wholesale, retail trade 18.58% and

manufacturing 10.88% and transport, storage and communications 10.84%. On the other

hand for the females the highest 66.54% were in agriculture forestry and related works

followed by 11.51% in manufacturing sector and 8.58% in other community social and

personal activities, whereas in the urban area 17.33% male and 24.58% female were engaged

in manufacturing sector. Therefore, the manufacturing sector is an emerging sector of

employment potentials. RMG sector is also an emerging sector for female workers. Over the

year, female employment rate compared to male increases in the RMG sector. Figure 4

depicts that female employment as a percentage of total employment in the RMG sector

increases from 85% (in 1992) to 90.7% (in 2000) from the year 1995 to 1988 the rate was

constant at 90%. But in the absolute value, female employment rises from 1218 thousand to

1500 thousand respectively from 1995 to 1998.

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Source: Rahman, 2005

After phasing out of the Multi-Fiber Arrangement (MFA) of trade on textile

and clothing, no negative impact has been felt in the sector and no worker

has lost his or her job. Export data for FY 2006-07 reveals that export of

knitwear and woven garments registered a growth

19.30 percent and 14.05 percent respectively compared to the previous

fiscal year. In FY

2006-07, exports registered a growth of 37.39 percent in knitwear and

38.25 percent in woven garments. Government has taken several

initiatives for the sustainable development of RMG sector considering its

contribution to the national income and employment generation.

Beside these, government allocated Tk. 20 core in the budget of 2006-07

for the purpose of creating employment through alternative training in

different areas if workers lose their jobs due to negative impact in the

quota-free regime.

Now it is to analyze the employment and unemployment situation by

residence. Here we will specially focus on the rural areas its changing

features and the empirical studies conducted on the rural labor market.

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Source: BBS: Labor force survey (Dhaka, Gob, 2002-2003, 2005-2006)

Unemployment rates are relatively higher in urban areas compared to rural areas from 1995

to 2003. In 1999-2000, urban unemployment rates for male and female is respectively 5

percent and 8.3 percent whereas rural unemployment rate for male and female are

respectively 2.9 percent and 7.6 percent. In 2002-03 figure 4 reveals the same trend in

different magnitude. Instead of those trends, in 2005-2006 female unemployment rate is

higher in rural area compare to urban area. In the same period in case of female

unemployment in rural area however, the highest rate is observed for age group 15-19

(30.27%) followed by age group 20-24 (10.84%) and 25.29 (6.21%). In urban area, female

unemployment rate is highest for age group 25-29 (10.14%) followed by age group 20-24

(10.02%) and 15-19 (9.03%). For male unemployment in both urban and rural areas,

unemployment rate is highest in the age group 20-24 where the unemployment rates are 9.33

percent, 9.13 percent and 9.38 percent respectively in national, urban and rural areas.

Using OLS regression estimation Rahman (1993) examines the determinants of the hours of

employment obtained by the female workers in rural areas. She finds the human capital

variables (age, square of age, years of experience) are not statistically significant while their

coefficient values are also very low. Here the relationships among dependent and explanatory

variables of human capital are negative. As their values are not significant, the author

interprets that these forces are not operating in the female labor market. The location with

low productivity has a significant negative coefficient. The variables reflecting recruitment

cost have negative coefficients. There is a negative relationship between dependent variable

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and wage rate per hour. The value is statistically significant. The author concluded that

expansion of employment opportunities is an urgent need since involuntary underemployment

exists.

Ahmed (1981) has studied on the aggregate level of rural labor market. The author finds that

rural unemployment is not involuntary largely prevalent among family workers of middle and

rich farm households. Landless and land-poor wage workers do not remain unemployed even

for a few days, except during natural calamities when crops and employment potentials are

lost (Hossain, 1996). Hossain (1996) argues that since the rural people in Bangladesh live in

village generation after generation, they know how to adopt and cope with the vulnerable

situation. The author says that the rural people ‘have developed various income and

employment smoothing mechanisms through which they can manage to remain employed.’

Over the year landlessness and near-landlessness is gradually increasing while it is neither a

necessary nor a sufficient condition for rural poverty.

By using OLS estimation Hossain (1996) finds that the impact of the new technology on the

rate of aggregate unemployment and under employment is negative. The relationship between

agricultural real wage rate and agricultural employment is positive. Hence the over all results

suggest that the new technology does not raise the real wage rate.

Hossain (1988) finds that launching the new technology affects the labor market through

income effect. As income increases, rich households substitute their leisure for labor, hence,

employment being redistributed from higher to lower income groups (Hossain, 1996).

Nevertheless, Rahman (2004) finds that as the new technology (modern irrigation, seed and

fertilizer) being introduced in the agriculture sector, hired labor demand is rising, while the

use of machinery for land preparation leads to reduce the demand of hired labor. Hence, the

net effect is difficult to predict without empirical estimation.

Due to the sectorial productivity differentials and wage differentials, in the rural labor

market, labors migrate from farm to non-farm sector. The RNF sector provides a large

number of employment opportunities for the growing labor force. There are intersectional

linkages that introduce the RNF sector as an emerging sector of the future growth of

economy (Mahmud

1996). The RNF sector generates full-time, sustainable employment in small-scale industry

especially for the low productive workers, which may promote the income of

unskilledworkers and vulnerable groups. Thus, large-scale migration to cities would be

stopped andfemale labor force would be more benefited (Varma& Kumar, 1996).

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Consequent result is that the unemployment problem is not serious in the rural labor market,

through the underemployment rate is very high in the rural area. Therefore, the government

of Bangladesh should take initiatives to promote the prospect of RNF sector for sustainable,

secure as well as social standing employment opportunities.

New we would like to focus on the educated unemployed persons. Figure 6 shows the

disparity of composition educated unemployment with respect to sex and residence. It shows

grim picture in the sense that unemployment rate is higher along with the increase of

education level. It is especially confessable for female labor force. In 2005-2006 the female

unemployment rate at the education level HSC/equivalent is 22.18% followed by the

unemployment rate who have technical/vocational education (20.94%) in the rural area, while

in the urban area the highest unemployment rate is at the level Engineering/medical (19.02)

and the second highest is at the level class IX-X (15.94%). The feature is also available in

previous years. This scenario may depress the women and hence the enrollment of women for

higher education will be declined.

The feature is not quite different for male unemployment at higher level of

education. Male unemployment rate is highest in case of having

HSC/equivalent education level (8.58%) followed by technical/vocational

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education level (7.11%). Now it may suppose to relate the figure with

figure 7.

Figure 7 shows that in agricultural, hunting and forestry 51.15 percent

employed persons have no education; in the fishing 53.29 percent

employed persons have no education.

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Similarly in mining and quarrying, manufacturing, construction, wholesale

and retail trade, hotels and restaurants, transport, storage and

communications and other community, social and personal service

activities sector most of the peoples who are employed, have no

education. In the service sector, educated employment rate is very high.

The same trend found in 2002-2003 but in different magnitude.All of the

sectors where employed persons of no education level are highest in

2005-2006; the same features are found in 2002-2003, but in higher

magnitude. It exhibits the potentials of educated employment prospects.

Figure 2 also shows the potentials as the service sector is a growing

sector.

Unemployment rate is not very high in Bangladesh labor market.

Therefore, it is not a very serious problem. Instead of unemployment

problem, underemployment is a serious problem especially for female

labor.

Education system

2.1 Primary Education

Primary education begins at the age of 6. There are five grades in primary 6chools-clas6 I to

class V. For each grade annual examination is held subject wise and each student has to pass

in all the subjects to get promotion to the next higher class.

Each Institution conducts examination as per prescribed courses and syllabuses. There is no

public examination at the end of class V. The head teacher of respective institution issues

school leaving certificates to successful students. There is a system of scholarship

examination at the end of class V. Each institution selects its best students to appear in this

examination which is conducted by the Upa-Zilla Education Officer. Merit scholarships are

awarded by the government to successful students.

The administration of primary school is conducted by the Directorate of Primary Education

under the Ministry of Education which has field offices in every District headquarters. Of the

total number of M, 200 primary schools in the country, 36,697 are managed by the

Government and the rest are privately managed. Primary education in government primary

schools is free.Pre-Primary Education. Some formal arrangements for pre-primary education

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may befound in urban areas. This does not fall within the public education system. There

exist some privately managed nursery and kindergarten schools in the urban areas.

In the rural areas, however, informal pre-primary education is often arranged by the local

committees.

Status · Government schools in 2000 served 61% of students (others: registered non-Gov.

schools: 24%, Islamic schools:9% and others:6%), Gov.subventions for 90% of staff costs

and capital grants to other formalschools; free textbooks to all formal schools

2.2 Secondary Education

Secondary education in Bangladesh may be divided into three stages: Junior Secondary,

Secondary and Higher Secondary. Secondary education is offered at secondary schools

known as High Schools and higher secondary education is offered at Intermediate Colleges

and intermediate section of Degree Colleges. Normally a High School comprises five grades,

i.e. class VI to Claus X and Intermediate Colleges comprise two grades, i.e. class XI and XII.

There are many High Schools in Bangladesh which, combine the primary stage (class I-V)

and offer teaching up to class X. There is yet another type, called Junior High Schools which

have teaching facilities up to class VIII. The total number of Secondary school including

Junior High School is 9^85 in Bangladesh. Out of them 181 schools are directly managed by

the Government.

The curricular structure is uniform up to class VIII where the basic programme is of general

education. There is no public examination up to this grade. Each institution conducts its own

examination.

Class-wise annual examination is held and promotion to next higher class is given only if a

student gets a minimum prescribed mark. A country-wide scholarship examination is held

every year which is conducted by the Deputy Director .of Secondary and Higher Education of

each administrative Division. Merit scholarships are given to successful candidates.

Diversification of curriculum has been introduced at class IX, where students separate into

two streams of courses: science' and humanities. The academic programme is intended to be

terminal at the end of class X where the students appear at a public examination called

Secondary School Certificate (S*S.C.) but primarily the programme in directed to the

preparation of students for entrance; o in the higher secondary

At the higher secondary stage the academic programme for general education is of two years

duration (class XI to XII) witha public examination called Higher Secondary Certificate

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(H.S.C.) examination at the end of class XII. Courses are diversified into science, commerce,

humanities, home economics, agriculture and Music.

Secondary schools, Intermediate Colleges and intermediate sections of Degree Colleges

offering general education require affiliation of the regional Boards of Intermediate and

Secondary Education for academic and elimination purposes. There are four such Boards

(one for each administrative division) having their headquarters at Dhaka, Rajshahi, Comilla

and Jessore districts respectively. All the schools are bound to follow the curriculum and

syllabus prescribed by the respective Board and entire candidates for examinations of the

S.S.C. and H.S.C. arranged by the Boards. Although these Board are completely separate in

their academic end administrative affairs, their general scheme of studies are uniform.

Academically, all the secondary schools and higher secondary institutions (Intermediate

Colleges) are not under the control of the Boards which does not grant the affiliation without

which schools and colleges cannot admit candidate for public examination nor can they

arrange any such examination for the levels of S.S.C. and H.S.C. The methods of

examinations are mostly written in nature and practical examinations are taken in science

subjects and in other subjects where necessary. For the purpose of grading 100 marks are

allotted for each paper. Minimum marks for First Division, Second Division and Pass are 60,

it5, and 33 respectively.

A student who secures at least 75 percent marks in aggregate is awarded a 'Star'. The pass

mark for individual paper is 33* Successful candidates are awarded certificate by the Boards

concerned. To qualify for a certificate n candidate must pass in all the subject'(for those

requiring practical examinations, it is necessary to pass in theory and practical seperately).

With out formal schooling a candidate can appear in S.S.C. and H.S.C. examinations as

private candidates with the permission of the Board concerned. Similarly, external candidates

can also appear in the examinations.

Secondary and higher education is adrainistred by the Directorate of Secondary and Higher

Education which has field offices at every division and district.

Status · 97% of schools run by non-government providers and who receive substantial public

funds.

· Promotion rate from primary-secondary has improved from 60 (‘90) to 80% (‘97).

· GER: 41% (‘99) at Lower Secondary & Secondary; < 20% at Highersecondary.

2.3 Technical Education

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Technical education in Bangladesh is organized in three phases, viz. certificate, diploma and

degree. The certificate course which prepare skilled workers in different vocations are of 1 –

2 years duration after 8 of schooling (class VIII) imparted in Vocational Training Institutes

(V.T.I.).

Polytechnic Institutes and Mono technic Institute offer diploma courses in engineering,

commercial and industrial subjects'. The duration of the course is 3 years for technical

courses and two years for commercial courses after S'.S.C.

Public examination is held for every type of course under the auspices of the Bangladesh

Technical Education Board and all diplomas and certificates are awarded by them. The Board

has full academic control over technical and vocational institutions and they require its

affiliation for all academic purposes. Following are the types of examinations conducted by

the Technical Education Board:1) Diploma in Engineering 2) Diploma in Engineering

(Kaptai Centra), 3) Diploma in Commerce k) Sub-Overseer Examinations 5) Trade Final

Examination 6) Textile Examinations 7) Diploma in Printing 8) Certificate in Secretarial

Science 9) Certificate in Business Typing 10) Diploma in Ceramics 11) Diploma in Survey.

Technical institutions managed by the Technical Education Directorate are affiliated to the

Technical Education Board for Examination purposes. Besides, the Institute of Marine

Technology and the Technical Training Centers (TTC) run by the Ministry of

Women Affairs are affiliated to the Board for academic purposes.

Private institution like Shatlipy Academy, Dhaka, Baderpur Akbar Ali Khan Commercial

Institute, Comilla and two institutes offering eub-overseer course-one at Comillaand the other

at Kajshahi managed by respective District Council and similar other private vocational and

trade inetitutione numbering 1?5 are registered with the Technical Education Directorate and

affiliated to the Board. The Ministry of Agriculture operates >a nuniber of Agricultural

Extension Training Institutes where a two years course for e Diploma in Extension work is

given after S.S.C.

Madrasah Education

Beside the above general system of education there is a parallel system known as Madrasah

Education which offers traditionally Islamic instruction to Muslim boys and girls. The

Madrasah has the following stages:

Ibtedayee (i.e. Primary of 5 years duration)

Dakhil (i.e. Secondary of 5 years duration after Ibtedayee)

Alim (i.e. Higher Secondary of 2 years duration after Dhakil)

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Faz.il (i.e. Bachelors degree of ? years duration afterAlim)

Kamil (i.e. Master's degree of 2 years duration after Faail)

Subjects taught in these institutions focus mainly on the study of Holy Quran, Hadith,

Tafeir,Fiqh, Usul and Arabic language and literature. In addition, provision has also been

made for the teaching of General Science, Mathematics, Social Studies, Bengali-, English,

Persian and Urdu in appropriate levels so that the Madrasah students become qualified

forgene.ral vocations as well. In nil the stages, except Ibtedayee, public examinations ore

held under the auspices of Bangladesh Education Board and certificates and degrees ore

awarded by them.

All the institutions of different stages better known as 'Madrasah' require affiliation and

recognition of the Madrasah Education Board. Courses and curricula are designed by them

<md academically the Board has full control over the Mhdrasahs. Examination procedures

are same an that of general system of education.

Degrees are awarded in First Division, Second Division and Paaa. Names and titles of the

certificates and degree awarded by the Mudrasah Education Board are 1) ‘Dakhil’?)Alim 3)

Fuzil

k) Kamil (post graduate degree), the later being classified into four groups of studies like

'Hadis' 'FiqhllAdabl and Tafsir.

Furquenia, Hafizia&Quaumi Madrasah

Besides the public system of Madrasah education a good number of private institutions' offer

traditional Islamic teaching to Muslim boys and girls. These are known as Furquania

Madrasah,

Hafizi& Madrasah and Quami or Nizamia Madrasah.Furquania Madrasah offer basic

education (maximum l\ years) on Islam including Arabic language, Quran recitation,

elementary Bengali language and simple arithmatic.Hafizia madrasah is exclusively meant

for 'Hifz' or the memorising of the entire Quran. Children of the earliest possible age group

join these institutions and complete their programmewithin the required period. Mostly these

institutions are residential and attached to a Masjid. Quaumi or Nizamiah Madrasahs arrange

their academic programmeaccording to grades of one year each beginning from Grade I to

Grade XIV. The grades are named in Arabic. The final grades are called Daurah. Certificates

are awarded to the students after successful completion of the 'Daurah' class. Furthermore,

specialized higher courses of 2/3 years duration are also conducted in some of the Quaumi

Madrasah. Traditionally a student obtaining a 'Kamil1 degree of passing the 'Daurah' stage of

Madrafsnh education profit .a title 'Moulana' with their names.

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Higher Education in Bangladesh: The Present Scenario

i. General Information

Higher education in the public sector is a legacy of the British colonial educationsystem. At

present there are 80 universities in Bangladesh of which 26 are public and 54are private

universities. Of the public Universities ten are general universities, five areengineering, three

agricultural, five science and technological and one is university of artsand culture, one

affiliating and one offering education only on distance mode. Thenumber of students in the

public universities is around 92,000 excluding those in theaffiliating National University and

Open University offering distance mode education.

The numbers of students in the latter two were 800,000 and 437,500 respectively in theyear

2004-05. Thus at the moment above 1.3 million of populations receive highereducation in

Bangladesh of which 74 percent were male and 26 were female students inthe year 2004. The

percentage of female students enrolling at the universities is on therise (UGC: 2005). Higher

education facilities of the public universities are spread overthe entire country, so that

students of different regions can receive higher educationwithout going very far from their

familiar environment at home. Thus there is at least Onepublic University in all the

administrative divisions of the country.

ii. Structure of Higher Education in Bangladesh

There are 5 types of higher education available in the country. These are: i.General

Education; ii. Science and Technology and Engineering Education; iii. Medical Education; iv.

Agricultural Education; v. Distance Education. In addition, the highereducation sector also

provides Vocational and Madrasha education.

In Bangladesh higher education consists of a 3 year pass-course or a 4 year

honours course for the bachelor’s degree, followed by a two year Master’s course forpass

graduates and a one-year Master’s course for honours graduates.

iii. Number of Students and Teachers in Higher Education

There are just over 1 million students studying at higher education level in thecountry. The

following table shows their composition: the total number of students in thepublic

universities is 112,430 while the affiliating National University (NU) and the

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Bangladesh Open University (BOU) have total of 777,492 and 437,500 studentsrespectively.

However, in the BOU only 84,271 are pursuing higher education studies.

MobasserMonem, Hasan Muhammad Baniamin295

The number of teachers in public universities other than NU and BOU is 6,280 ofwhom about

17 percent are absent for different reasons. Leaving aside the absentees, theaverage

student/teacher ratio in the public universities is about 1:18 (UGC :2006).

The number of National University Affiliated colleges in 2001 was 1,297. Therewere 32,278

teachers and 773,492 students in these colleges, which meant a 1:24 teacherstudent ratio. At

present, among the graduate and post-graduate students, 83% werestudying in national

University affiliated colleges and the rest in the public universities (UGC :2006).

Iv. Public Universities in Bangladesh

The area comprising the present Bangladesh was to have no university for a longtime during

the British rule. A teaching cum residential university was set up first inDhaka in 1921. The

second university was set up in Rajshahi in 1953. In total there hadbeen 6 public universities

in the country before 1971. After the liberation of Bangladeshin 1971, during the last 35

years, higher education scenario has greatly been transformed.

The number of public universities has increased significantly. Some key features ofpublic

universities are-

• Enrollment rate has increased over periods

• There has been commensurate expansion of faculty in the universities. Theteacher-student

ratio, on average, has not varied much. On paper, teachersin the universities have better

academic qualification now than before.

There appears to be more publications made by academics now than before.

• The expansion is mostly quantitative. Quality of education has notimproved.

• In general higher education is highly subsidized. In absolute term the extentof subsidy has

been increasing over time.

• In the last decade the share of university allocation to total education revealsa sew-saw

trend with, however, a decreasing trend for last three years.

• The employee-student ratio reveals interesting trend. Against teacherstudent ratio of 1:17 on

average, this ratio is 1:5 on the average.

Public universities are the foremost choice of the majority students seeking highereducation.

This is for various reasons. First, these universities offer wide range ofsubjects in Science,

Commerce, Liberal Arts, Humanities, Engineering and Technology,Law, Education and

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Medicine disciplines. Second, public universities attract the bestbrains and researchers as

teachers although monetary compensation for them is anythingfar from attractive. Third,

library, laboratory, internet and research facilities are muchbetter there than anywhere else in

the country. Fourth, seminars, symposiums,workshops, debates, exhibitions and visiting

teachers lecture series are often held in theseinstitutions with a wide scope for national and

international exposures for promisingyoung knowledge seekers. Fifth, residential and

boarding facilities at low cost/subsidizedrates are available in these public universities.

V. Financing Public Universities

Most of the public universities are dependent on government for funding.

However, of the 26 public universities the National University is financially independent

296 Pakistan Journal of Social Sciences Vol. 30, No. 2of the government and very solvent. It

derives its entire fund from students’ registrationand examination entry fees. The Open

University of Bangladesh can cover about 30% ofits revenue expenses from the fees collected

from its enrollees and the rest is financed bythe Government through the University Grants

Commission of Bangladesh (MahfuzulHuq :2003). The other public universities meet their

needs in the following ways:

Students Tuition Fees and Other Fees:

Public universities cater the educational needs of the thousands of meritoriousstudents at a

nominal cost of TK. 12 (about 20 US cents) per month which has remainedstatic for about the

last 75 years. Thus, it goes without saying that sum does not evencover the cost of collection

and maintenance records. Other incidental fees such asregistration fees, sports, student’s

union fees and examination fees have, however, increased to a large extent over the years so

as to cover cost and even generate someincome for their universities. But the tuition fees can

not be enhanced due to strongpressure from student’s union and opposition political parties.

Neither the universityadministration nor the government is keen on taking serious steps to

increase the tuitionfees simply because of the fear of students’ unrest and opening up a new

front forpolitical opposition.

Government Funding

In the face of the above vis-à-vis a huge rise in costs of university administrationthe

government has to spend a large amount of money for the public universities from thepublic

exchequer every year. About 95 percent of the fund for higher education isprovided by the

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government while a maximum of 5 percent on average are generated bythe universities from

their own resources.

The table indicates that expenditure per head varies from year to year and types ofpublic

universities. Thus, average expenditure for medical students and agriculturalscientists has

been the highest (Tk.154,430 and Tk. 87,761 respectively) particularlybecause of fewer

number of students vis-à-vis high fixed costs while for generaluniversities the average

expenditure is rather low. Against the per head tuition fees of lessthan 150 (about 2.5 US

dollars) per year released from the students this sum of publicexpenditure appears to be

colossal in the backdrop of a poor country like Bangladesh.

Yet, tertiary education receives inadequate importance in the public budget. This is truefor

both revenue and development allocations. While education is of all types of has

MobasserMonem, Hasan Muhammad Baniamin297received the highest priority in the budget

allocation (about 10-11 percent of totalrevenue budget), funding for university/higher

education has never reached even 1% oftotal revenue budget allocation during the last 10

years.

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One striking feature of the revenue expenditure on education is that about 71% ofthe fund

allocated for education was spent on teachers’ salaries, pension and fringebenefits, 16% on

general contingency and the rest 13% only was available for educationcontingency in 2003-

2004.

Fund Allocation for Education (2003-04)

Yet, more surprising is the fact that only a tiny percentage of fund is allocated forresearch.

Thus in the year 2001-2002 only 29 million taka out of 3,773 million taka wasearmarked for

research and this is certainly a low percentage compared to the developedcountries

(MahfuzulHuq :2003).

Since the close of the last century the public universities started facing hugeamount of deficit

in revenue budget. Thus in the year 2002-03 it was observed that 11older universities in the

public sector had an estimated deficit of around Tk. 100 corers.

Most part of this deficit is accountable to inadequate release of fund in the revenuebudget by

the government vis-à-vis the demand by the universities to the Government (placed through

the University Grants Commission).

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Chapter 3

Strengths, Weaknesses, Opportunities and Threats (SWOT)

The five-year plan documents provide an account of the elusive search for attainment of

unfulfilled promises. The developmental strategy of Bangladesh has moved from

reconstruction of a war-devastated country to building physical infrastructure and to

increased emphasis on social sector development. Various recent discussions about

development plans, strategies and outcomes have suggested strengths and weaknesses of the

Bangladesh society and the economy, which are summarized below, applying a framework of

strength weaknesses- opportunities-threats (SWOT) analysis.

I. Strength

a) Bangladesh has established a unique national identity through the historical process of its

evolution.

b) Bangladesh is a more homogeneous and less differentiated society than others in the

region.

c) The people of Bangladesh have displayed remarkable resilience to survive amidst natural

and manmade disasters.

d) Although there remains a long way to go, women in Bangladesh have become more visible

and active in the public arena, participative and capable of making themselves heard.

e) Bangladesh has gained valuable experience of social development, especially through non-

governmental initiatives.

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f) A new generation has emerged which is achievement-oriented, alert to global trends and

influences, and seeks opportunities for development.

II. Weaknesses

a) In a condition of adverse people-resource ratio and human capital ill-endowed with

knowledge and creative capabilities, workers are not able to absorb and adapt new productive

techniques rapidly; this has made it difficult to break out of the “below poverty level

equilibrium”.

b) Per capita investment in human resource is low and the production system as a whole has

not been imbued with a culture of efficiency.

c) Dependency ratio is high, putting pressure on many income-earners eking out a subsistence

living, which has made it difficult to ensure basic security for families and generate adequate

surplus for investment.

III. Opportunity

a) Bangladesh has a conscious polity with articulate and vocal media and the civil society;

social mobilization on critical development issues in recent years has been noteworthy.

b) Bangladesh has taken some steps in moving from a highly regulated and bureaucracy-

controlled management of the economy towards a more open and incentive-based system.

c) Bangladesh today has an integrated domestic market and price response is rapid, though

monopolistic pricing in some situations cannot be ruled out.

d) Importance of education and its contribution to value addition in the global market is well

recognized; and the scope for further value addition in diverse areas remains unexplored.

IV. Threat

a) Globalization has caught Bangladesh productive sectors on the wrong foot. Policy package

to address the adverse consequences, particularly those affecting the marginalized and the

poor is not in place, creating imbalance in the capacity to access opportunities equitably.

Unless a comprehensive price, income, wage and employment policies with attendant change

in human development and institutional support system is developed, ad hoc reform measures

are likely to create disruption and penalize the poor further.

b) Highly centralized, non-transparent and non-participatory decision making and

negotiations on matters of vital public interest is compounded by a weak accountability

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system. The consequence is a quagmire of ill-fated enterprises with voices of the people

unheard and disaffection high. This situation produces skepticism and a negative or passive

response in place of the positive and proactive attitudes essential for participatory

development.

Chapter 4

Problem and prospect of Job Market

Problems:

1. [LOW PER CAPITA INCOME] Poor economic condition is considered to be the main

reason for poor life insurance penetration in Bangladesh. The country has a very low per

capita income and over 50% of our total population lives below the poverty line. Inability to

save or negligible savings by a vast majority of population kept them away from the horizon

of life insurance.

2. [POOR KNOWLEDGE OF AGENTS] The marketing of insurance is greatly hampered in

the remote village of Bangladesh where the agents are appointed from respected locality. This

is because; educated young people are seemed to be reluctant to become insurance agents.

Therefore, persons finding no job or persons having lesser knowledge become insurance

agents whom cannot acquaint themselves fully with the whereabouts of insurance. Such

agents cannot play efficient role in convincing a prospective policyholder.

3. [ILLETERACY] Mass illiteracy is another factor that adversely affects the marketing of

insurance. About 70% of the population is floating in the sea of ignorance. Illiteracy leads

one to think that the insurance is deception; it is no value in life. They cannot think rationality

28 | P a g e

because they do not know what is insurance and what its importance as security for future.

4. [LOW AWARENESS] Insurance awareness is poor. Agents are not skilled enough. These

agents cannot perform their job properly to make the people aware of life insurance.

5. [LOW SAVINGS] People of Bangladesh have a very small saving potentially and thus

have less or no disposable income. Almost the whole of the income is exhausted in the

process of maintaining the day-to-day life. Thus they are left with little amount, which may

not deemed to sufficient for the payment of premiums. This factor discourages many to buy

life insurance policy.

6. [LACK OF CONTINUITY] Discontinuation of insurance policy is found higher. This also

adversely affects the market efficiency of insurance business.

7. [SHORTAGE OF FUND] Most of the policyholders cannot continue their policies owing

to price spiral and shortage of fund.

8. [RESTRICTION] Another important reason for discontinuation is restriction investment

allowance by the government relating to income tax.

9. [POOR SERVICES TO CONSUMERS] An important reason for the dismal performance

of insurance business in Bangladesh is poor client services provided by the insurance

companies. The public image of service from life insurance institutions is very poor.

10. [LACK OF NEW PRODUCT] in a dynamic life insurance market, one can expect to see

new product coming out every now and then. But still today one can hardly see any new

product in the insurance market in Bangladesh.

Prospects:

There should be vigorous campaign throughout the country to make the people aware of the

utility and prospects of buying insurance. Bangladesh is a densely populated country and

most of the people in our country are poor. They would definitively go for insurance for the

security and the risks covered by the insurance. Therefore, the prospects of Insurance are very

29 | P a g e

high in Bangladesh if the following measures can be adopted.

First of all, there is no alternative of quality service. Insurance being a service rendering

entity must provide quick services. Policyholders are highly dissatisfied with service of JBC

and SBC. Due to poor quality services, public corporations are losing market. In order to

ensure their continuity, such corporation must pay adequate attention on their quality of

service. Private companies also need put their all-out efforts to improve quality of service so

as to strengthen their position.

Secondly, the government should eliminate the difficulty in licensing procedure and should

not delay in the approval of new companies if all the requirements are fulfilled. It will help

not only to increase volume of business but also solve the problems of unemployment.

Finally, the policy holders are very much worried about the settlement of claims. Ordinary

people also consider it main constraint. Therefore, instance companies should settle the

claims as quickly as possible to create a healthy public image. For this purpose the claim

settlement procedure can be simplified and the insurers can provide proper written guidelines

of claim settlement to the policyholders.

If the above steps can be taken, more and more people in Bangladesh will be interested in

buying insurance.

Problem and prospect of education system

Problem

Funding going to the right places

Short supply of teachers, high student/teacher ratio

Terribly inaccurate textbooks

Selective and not all information taught due to political purposes

Lack of involvement from parents

Lack of discipline from parents and teachers

Decreasing moral and ethical standards

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Elimination of essential extra-curricular, arts, music and Phys Ed programs

Lower academic standards

Teachers unions

Lack of national achievement standards

Tenure and seniority rules that make it difficult to recruit, retain, and train new blood

Generally not fantastic teaching of math and science fundamentals

Advancement of students to the next grade level even if they haven’t got a grasp of

anything they learned at the current level

No coherent policies across the board to deal with our tremendous diversity of

language and culture

Stereotypical expectations within society that only perpetuate the vicious cycle of

underachievement for certain groups of kids

Not enough hours in school, compared to many other developed countries

A one-size-fits-all model of teaching, but this isn’t unique to the United States

We don’t teach kids to value learning and sharing information for its own sake. We

teach them to value good grades

Prospect

trust between school and district and between principal and faculty

clear, uncomplicated missions and strong, largely site-managed, problem-solving

organizations

The ability to use, manage, understand, and assess technology

A specified amount of time set aside every day for homework can help the child

better understands. Often working class parents have neither the time nor the

knowledge to help their children with their homework. By providing time for

homework during the school day, students who are not receiving the help they need

at home are able to receive supplemental instruction.

Keeping the same teachers for a few years or having separate schools within schools

can strengthen relationships. This program allows children and parents to become

more familiar with teachers and to form stronger bonds. By strengthening the student

and teacher relationship, students are able to receive more guidance from their

teachers and grow more comfortable, which may be a lacking opportunity in the

home.

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The setting of daily goals can help children learn how to face challenges and

deadlines. By setting the goals in writing at the beginning of every day or week,

children learn how to manage and prioritize tasks in order to feel a sense of

achievement when the goals are met.

Adopting parental education program to enlighten them on the physical and

nutritional

requirements of children, especially as to how satisfactory nutrition can be provided

even with

Limited means and how to mould attitude, behavior and character of the children in a

positive way.

Giving recognition to the informal 'baby classes' attached to primary schools and

equip them

Gradually with necessary equipment, furniture and part-time teachers.

Developing suitable pre-school curricula and learning tools.

Developing special teacher training courses and making arrangements for the training

of the

Teachers concerned.

Promoting appropriate changes in educational systems at kindergartens, play groups,

maktabs,

feeder schools, orphanages, etc, to make them more relevant to the needs of children

in Bangladesh

Society.

Conducting studies and research, undertaking experimental and pilot projects, and at

the same time,

Continuing evaluation of on-going programs to learn more on ECCE activities.

Chapter 5

Conclusion and recommendations

Considering various positive impacts of pre-school education, cost-effective strategies along

the following lines need to be considered:

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Organizing community based parenting education for holistic development of

children and mothersthrough existing credit groups, mothers’ clubs, health centers,

etc.

Organizing community based learning centers for 3-5 years old children through

active participationby parents and older primary graduates of the community.

The community, assisted by Parent-Teacher Association, School Managing

Committee, Union Parishad, and local government may take the financial

responsibility of the centers and the programs.

Parenting education and Early Childhood Care and Education programs should be

planned in amanner so that one complements the other, thus ensuring greater benefits

for children.

Schools should be given freedom to manage pre-primary education on their own. The

schools,especially in rural areas, should be helped to devise ways of doing so at the

local level. Governmentassistance in the form of training and learning materials

would be useful and cost-effective.

Advocacy and social mobilization for creating demands for child care, education and

development isneeded.

Research, especially, small scale action research and studies may be undertaken in

order to developculturally relevant models of community and school based pre-

primary, child care and parentingeducation programs.

In brief, performance of children in formal primary and later levels of education is influenced

by the quality of preparation before schooling by children. A well designed pre-school

education for all children will bring positive change in the present scenario of primary

education of Bangladesh and would be a major contribution to achieving the EFA goal.

As we have seen, the labor force participation over the year increases but job opportunity

does not increase in such a way that the country can absorb all the additional labor force. So

the focal point is to create the job opportunities. Keeping this in mind the policy should

include the following strategies:

• Since the underemployment rate in very high, especially in the rural area and (as we have

seen) RNF sector has the prospect to absorb the unskilled and semi-skilled labor force, so the

government should undertake specific policy measure to induce the RNF sector. For this,

rural infrastructure should be developed. As the SMEs’ (small and medium enterprises)

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production technique is especially labor intensive, so providing loan, training and other

facility government can strengthen SMEs.

• Government may introduce work-sharing program and fix maximum working hours that

will reduce unemployment, underemployment rate in some extent.

• As the demand for labor is derived demand, if the government can accelerate the economic

growth rate using the macroeconomic components, labor demand will increase as well.

• Government may take proper step to encourage the labor force to migrate overseas.

This procedure may induce the GNP growth rate that will lead to further job opportunity in

the country.

• As we have found that import-export ratio and unskilled labor demand is negatively related,

hence, if the government takes initiatives to improve the trade balance, it will generate more

job opportunities.

• Investment in the service sector and manufacturing sector should be encouraged.

Government should take proper step to prevent the capital flight to overseas. We have found

that as the number of factory rises, labor demand also rises.

21

• ILO studies suggest that governments ought consistently to incorporate the use of

“labor-based” rather than “equipment-based” production procedure in the public investment

policy (Islam, 2005)

• As the reservation wage of the labor in Bangladesh is very low, Bangladesh government

may urge foreign investors to invest in Bangladesh.

• Since the influence of demand determinants on the demand of skilled and unskilled labor

force is different, so policymaker must consider these features.

After all not only the government of Bangladesh, but also NGOs as well as other

organizations such as political, social, national and international should jointly or separately

take proper steps to eradicate poverty, unemployment and underemployment as well.

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