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Multiple providers and access to primary education: The case of Bangladesh

机译：多个提供者和接受初等教育的机会：孟加拉国的情况

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摘要

Even though most children in Bangladesh are enrolled in school, the country faces enormous challenges in ensuring that children complete primary education, and learn an acceptable amount. Multiple providers—state, quasi-state, and non-state—have helped to raise the initial enrolment rate and improve the gender balance. The critical question is how the multiplicity and diversity of provision can contribute to achieving truly universal primary education with high completion rates and acceptable levels of learning. A range of sub-questions relate to this critical question, including what is meant by multiple provision and how a diversity of provisions can be shaped into a system that serves the goal of effective and equitable access. This article addresses the above questions in the context of the history and educational development in Bangladesh. They are particularly significant at present, as the government is about to implement a new national education policy and design a five-year national development plan (2011–2015), which would have a decisive impact on progress towards achieving the EFA goal of universal primary education by 2015.
机译：即使孟加拉国的大多数儿童都已入学，但该国在确保儿童完成初等教育并学到可接受的数量方面仍面临巨大挑战。州，准州和非州的多个提供者已经帮助提高了初始入学率并改善了性别平衡。关键问题是，提供的多样性和多样性如何有助于以高完成率和可接受的学习水平实现真正普及的初等教育。与这个关键问题相关的一系列子问题，包括多重供给的含义以及如何将多样化的供给形成一个系统，以实现有效和公平获取的目标。本文在孟加拉国的历史和教育发展背景下解决了上述问题。由于政府即将实施一项新的国家教育政策并制定一项五年国家发展计划（2011年至2015年），这对当前特别重要，这将对实现全民初等全民教育目标的进展产生决定性影响到2015年接受教育。

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