RCE Greater Dhaka - 2023

Location

Bangladesh
See map: Google Maps
BD
Translation and Adaptation of Global Education Monitoring Report 2021/2: Non State Actors in Education: Who Chooses? Who Loses?
Basic Information
Title of project : 
Translation and Adaptation of Global Education Monitoring Report 2021/2: Non State Actors in Education: Who Chooses? Who Loses?
Submitting RCE: 
RCE Greater Dhaka
Contributing organization(s) : 
1. Centre for Global Environmental Culture (CGEC) of International University of Business Agriculture and Technology (IUBAT)

2. WWOOF Bangladesh

3. IUBAT Institute of SDG Studies (IISS)

4. Gono Bishwabidyaloya University, Savar

5. Safiuddin Sarkar Academy & College, Tongi

6. Abdul Kadir Mollah City College, Narsingdi

7. Scholastica Model College, Uttara, Dhaka

8. Narsingdi Public College (NPC)
Focal point(s) and affiliation(s)
Name: 
Professor Selina Nargis
Organizational Affiliation: 
IUBAT—International University of Business Agriculture and Technology
E-mail: 
selina@iubat.edu
Name: 
Professor Mohammed Ataur Rahman
Organizational Affiliation: 
WWOOF Bangladesh
E-mail: 
ar_forest@yahoo.com
Name: 
Dr Muhammad Rehan Dastagir
Organizational Affiliation: 
IISS IUBAT Institute of SDG Studies
E-mail: 
rdastagir@iubat.edu
Name: 
Professor Dr Laila Parveen Banu
Organizational Affiliation: 
Gonobishwabidyaloa University
E-mail: 
vc@gonouniversity.edu.bd
Name: 
Mr Mohammad Moniruzzaman, Principal
Organizational Affiliation: 
Safiuddin Sarkar Academy & College
E-mail: 
Ssac1978@yahoo.com
Name: 
Mr Mohammad Mahmudul Hasan, Principal
Organizational Affiliation: 
Abdul Kadir Mollah City College, Narsingdi
E-mail: 
akmcitycollege@gmail.com
Name: 
Mr. Mohammad Shahidul Baher Khan, Principal
Organizational Affiliation: 
Scholastica Model College, Uttara, Dhaka
E-mail: 
scholasticaprincipal@yahoo.com
Name: 
Mr. Alomgir Hossion Bhuiya, Principal
Organizational Affiliation: 
Narsingdi Public College (NPC)
E-mail: 
alamnpc@gmail.com
Name: 
Mr Nazmul Islam, Coordinator, RCE Greater Dhaka Youth
Organizational Affiliation: 
Hajee Mohammad Danesh Science and Technology University
E-mail: 
arbnazmul@gmail.com
Format of project: 
manuscript
Language of project: 
English and Bangla
Date of submission:
Update
Web link: 
www.rcegreaterdhaka.org
Additional resources: 
www.rcegreaterdhaka.org
https://unesdoc.unesco.org/ark:/48223/pf0000379875
UNESCO Contract No. 4500465891 Dated Aug 29, 2022
Does this project link to any education and/or sustainable development policy or policies?: 
Yes
Global Action Program (GAP) of UNESCO
At what level is the policy operating?: 
International
Geographical & Education Information
Region: 
Asia-Pacific
Country: 
Bangladesh
Location(s): 
Greater Dhaka
Address of focal point institution for project: 
IUBAT—International University of Business Agriculture and Technology
4 Embankment Drive Road, Sector 10, Uttara Model Town, Dhaka 1230
Ecosystem(s):
Urban/Peri-urban
Target Audience:
Community, Higher, Primary, Secondary, Teacher Ed., TVET, Youth (Informal)
Socioeconomic and environmental characteristics of the area : 
The socioeconomic condition is very unequal, a huge gap between rich and poor, urban and rural. Religiously ignorant and conservative and many are deprived of education. During the pandemic situation, many people have lost their jobs and livelihoods. In addition, GDP growth decelerated, and poverty increased. The pandemic may also have long-term economic implications as a result of reduced female labor force participation, learning losses, and heightened financial sector vulnerabilities. Bangladesh has a good record of implementing SDGs but this progress has seriously been affected due to the pandemic situation as well as climate change effects.
Description of sustainable development challenge(s) in the area the project addresses: 
To overcome the sustainable development challenges especially climate change effects skilled human resources can help as the other natural resources are very limited. Since there are very limited natural resources, human resources are only the capital mainly the workforce for textile and apparel industries and for exporting overseas workforce. So, the country immediately needs ESD-skilled human resource development. Along with ESD, it is essential to understand the impacts of climate change. They are the immediately available resources which we need to develop by engaging them in sustainability practices with knowledge on climate change and its mitigation and adaptation practices.
Contents
Status: 
Ongoing
Period: 
July, 2022
Rationale: 
RCE Greater Dhaka has been working on climate change education in different schools and colleges. With the support of UNESCO, Dhaka it is implementing the ESD project Getting Climate Ready- A Guide for Schools on Climate Action' in Bangladesh. At present UNESCO contracted to continue the work of translating the education report named as Global Education Monitoring Report 2021/22 and preparing another report on the improvement in education sector done by the Government and private partners in 100 schools of RCE Greater Dhaka. Since private organizations are playing a crucial role in developing education sector of the country along with the government organizations, still lag behind in providing facilities and services. The current project is to monitor the progress of private and government role in 100 schools of RCE Greater Dhaka and the status of achieving SDG 4 there.
Objectives: 
1) Translation of Education Monitoring Report 2021/22.
2) Observation of improvement in education sector done by the Government and private partners in 100 schools of RCE Greater Dhaka
3) Studying parameters: Provision, Finance, Governance, Influence, Early Child Care, Tertiary and Vocational Education
4) Observation of the status of SDG 4 and its progress in these schools
Activities and/or practices employed: 
1. Comparison between Private and Government Institutions
2. Facilities
3. Acceptance
4. Practical Status of SDG 4 in 100 Schools of RCE Greater Dhaka
Size of academic audience: 
20000
Results: 
It is an ongoing project. GEM Report translated in Bangla and submitted to the UNESCO. The education parameters of this project is under study.
Lessons learned: 
It is a great work for studying and comparing the education status worldwide. Its provided the opportunity to know the developed, developing and underdeveloped countries and compares practically in RCE Greater Dhaka 100 schools
Key messages: 
Although Nongovernment sectors are dominating in most of the education sectors in the world but still the government sectors are more reliable
Relationship to other RCE activities: 
This project has been progressing with the all-out cooperation and coordination of RCE Greater Dhaka Partners. RCE Youth contributing a lot and IUBAT Institute of SDG Studies (IISS) has extended the work with the government SDG Office of Prime Minister and also communicating the General Economics Division (GED) of the Planning Commission of Bangladesh. RCE Greater Dhaka organized webinars on world environment day and also implementing programs as per ESD Road Map and a national program On Campus Sustainability was one of them (Ref RCE Bulletin Issues 112, 118, 120, 130) also actively participating RCE Global and Regional Meetings and The 3rd National Workshop of UI Greenmetric for Universities in Thailand Hosted by Mahidol University 24-26 August 2022. RCE Greater Dhaka is sharing its activities among its partner members locally and the local institutes and colleges are being involved. Registered and participating the ESD-Net Webinar Series, Transforming Education Summit ESD Events, UNESCO-UNFCCC COP27.
Funding: 
UNESCO Dhaka and International University of Business Agriculture and Technology (IUBAT)

Pictures:

File Name Caption for picture Photo Credit
Image icon 1693287030040.jpg (172.86 KB) Breifing GEM Report at Milestone College Mr Nazmul Islam
References and reference materials: 
PDF icon বৈশ্বিক শিক্ষা প্রতিবেদন.pdf
UN Sustainable Development Goals (SDGs)
(https://sustainabledevelopment.un.org/sdgs) and other themes of Education for Sustainable Development (ESD)
SDG 1 - End poverty in all its forms everywhere 
Direct
SDG 2 - End hunger, achieve food security and improved nutrition, and promote sustainable agriculture 
Direct
SDG 3 - Ensure healthy lives and promote wellbeing for all at all ages 
Direct
SDG 4 - Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all 
Direct
SDG 5 - Achieve gender equality and empower all women and girls 
Direct
SDG 6 - Ensure availability and sustainable management of water and sanitation for all 
Direct
SDG 7 - Ensure access to affordable, reliable, sustainable and modern energy for all 
Indirect
SDG 8 - Promote sustained, inclusive and sustainable economic growth, full and productive employment, and decent work for all 
Direct
SDG 9 - Build resilient infrastructure, promote inclusive and sustainable industrialisation, and foster innovation 
Indirect
SDG 10 - Reduce inequality within and among countries 
Direct
SDG 11 - Make cities and human settlements inclusive, safe, resilient and sustainable 
Direct
SDG 12 - Ensure sustainable consumption and production patterns 
Direct
SDG 13 - Take urgent action to combat climate change and its impacts 
Direct
SDG 14 - Conserve and sustainably use the oceans, seas and marine resources for sustainable development 
Indirect
SDG 15 - Protect, restore and promote sustainable use of terrestrial ecosystems, sustainably manage forests, combat desertification and halt and reverse land degradation, and halt biodiversity loss 
Direct
SDG 16 - Promote peaceful and inclusive societies for sustainable development, provide access to justice for all and build effective, accountable and inclusive institutions at all levels 
Direct
SDG 17 - Strengthen the means of implementation and revitalise the global partnership for sustainable development 
Direct
Theme
Disaster Risk Reduction 
Indirect
Traditional Knowledge  
Indirect
Agriculture 
Indirect
Arts 
Indirect
Curriculum Development 
Direct
Ecotourism 
Indirect
Forests/Trees 
Indirect
Plants & Animals 
Direct
Waste 
Indirect
ESD for 2030-Priority Action Areas
Priority Action Area 1 - Advancing policy 
state: 
Direct
Priority Action Area 2 - Transforming learning and training environments 
state: 
Direct
Priority Action Area 3 - Developing capacities of educators and trainers 
state: 
Direct
Priority Action Area 4 - Mobilizing youth 
state: 
Direct
Priority Action Area 5 - Accelerating sustainable solutions at local level 
state: 
Direct
Update: 
Yes
I acknowledge the above: 
Yes