Bangladesh is a profoundly populated (128 million, 1999) a small nation (1,47,570 sq km) in South East Asia.
Ever since its freedom Bangladesh and independence, Bangladesh has been dealing with high poverty. According to the report, 42% individuals are underneath the poverty margin level, 1995/96, high ignorance of education rate has been estimated to male 49% and female 71%, among individuals with age 15 or even above, in 1998.
Bangladesh also has been lacking nearby instructive offices and on-campus educational facilities for the individuals in general, and so on. Because of financial requirements, it is impractical to give the individuals nearby instruction and facilities of education, even though improving and extending education and training are fundamental elements to improve a nation.
In Bangladesh, all conventional instructive educational foundations, together has only a limited ability to enlist just a bit of the long quay of competitor students. This is mainly because:
However, to provide opportunities and to allow more individuals from various foundation, circumstances and geographical locations without requiring the employments of rare on location space, separation and open learning framework additionally offers the instructive organizations more income. That implies, DOL framework is a financially savvy and adaptable method for teaching mass individuals. Right now, normal cost (AC)/cost per understudy goes down as the quantity of enrolment goes up.
Then again, the individuals who can’t go to class because of indebted financial state of the guardians can acquire cash and take courses through distant mode at their comfort. Separation and open learning frameworks have substantiated themselves a way for individuals to pick up instruction, which would some way or another impractical (Dekkers, 2000).
However, extraordinary concern yet stays about nature of the ODL programs. When contrasting and traditional types of training, the arrangement of separation instruction requires significantly more noteworthy arranging, bigger in advance foundation expenses and that’s only the tip of the iceberg complex understudy and managerial emotionally supportive networks (Lockwood, 1995) (Rumble, 1986).
A well-structured supportive system and networks, encourages the conveyance of distance learning and training courses of practically identical quality and weakening rates to those for on-campus courses. (National Education Association (NEA), 1999)
Importance of distance education
It has been referenced before that all the hopeful individuals can’t have instruction from the ordinary educational establishments because of a various reason and circumstances. For instance, all SSC candidates who have completed their course successfully, can’t enlist and register into HSC program. In Bangladesh, due to social culture, things get complicated and it gets hard for the females to have nearby on campus education and instructions, after their marriage or after they have conceived a child.
Since female candidates and students (particularly, in country side region) generally get marriage at early age, they can never again go to schools (particularly, at HSC level), according to their circumstances.
However, those who are especially anxious to proceed with their education. Distance and open learning opened an approach to them for having education and training.
History and early attempts of Distance and Open education
Distance education in Bangladesh, began its excursion in 1956. It started with circulation of 200 radio recipients all throughout the nation, which prompted the formation of 5 an Audio-Visual Cell (AVC) and later the Audio-Visual Education Center (AVEC) in 1962. In 1978-1980, a pilot venture entitled ‘School Broadcasting Program (SBP)’ was attempted. In 1983, the SBP and EVEC were converged to form National Institute of Educational Media and Technology (NIEMT). In 1995, Bangladesh Institute of Separation Education (BIDE) was built up and NIEMT was consolidated into BIDE. In 1989, according to the solicitation of the Government of Bangladesh, Asian Development Bank (ADB) sent a ‘reality discovering strategic open college’ to Bangladesh Then a practicality concentrate on open college has been led through a ‘Specialized help Project (TAP)’ under the help of ADB. Toward the end, Bangladesh Open College (BOU) was set up in 1992 by an Act went in the Bangladesh National Parliament (BOU Act – 1992, No – 38). Await converged with it. BOU came under government spending plan in 1999 with a condition that it will produce adequate income for its endurance.
An Academic institution to support Distance and open learning in Bangladesh
The Bangladesh Open University or BOU is a public university with its main campus in Board Bazar, Gazipur District, Dhaka Division. It is the 7th largest university in the world according to enrolment.
The primary goal of BOU is to grow and expand in all degrees of educational and training, information and science by a decent variety of means, including the utilization of any correspondence innovation and technology to improve the nature of training and to give chances to instruction to the overall population through mass-direction of training and to make effective labor by improving the nature of education all in all, [BOU Act-1992, No-38, 3(5)] (Sangsad, 1992)
Albeit various boundaries upset the advancement of BOU’s projects and the ODL in Bangladesh when all is said in done, fitting arrangement and legitimate execution can let ODL programs proceed altogether.
Dekkers, J., 2000. Using technologies for open education – the realities and. Dhaka, Bangladesh, s.n.
Lockwood, F., 1995. Open and distance learning today. London: Routledge.
National Education Association (NEA), 1999. What’s the difference: A review of contemporary research on the effectiveness of distance learning in higher education, Washington DC: Institute for Higher Education Policy.
Rumble, G., 1986. The planning and management of distance education,. London: Croom Helm.
Sangsad, J., 1992. Bangladesh Open University Act, October 1992, Law no-38. Bangladesh, Patent No. 28.