Manzoor Ahmed

• Professor Emeritus at BRAC University

Two studies were undertaken recently to examine how schools promote SDG Target 4.7—including ethics and values. UNESCO’s Mahatma Gandhi Institute of International Education for Peace and Sustainable Development (MGIEP) in Delhi examined to what extent concepts and competencies related to Target 4.7 are mainstreamed in education policies and curricu...

The chapter examines the process and findings of a multinational policy-relevant research project undertaken in Bangladesh and the extent to which it influenced policy and strategy discourse in respect of the national goal of achieving quality and equity in Universal Primary Education. The project was the Bangladesh part of the Consortium for Resea...

The purpose of this study is to investigate the teacher change process and understand how the variability of primary school teachers’ in Bangladesh implementation of innovative pedagogies, such as active learning, reflects attitudes, behaviors, and concerns about the new education policy promoting high stakes exams. Qualitative data was collected f...

This paper provides a background to the on-going discourse on post-2015 global development agenda. It mentions key points from the UN Secretary General’s report on MDG progress and the process of formulating the future development agenda. The recommendations of the High Level Panel on post-2015 agenda and the work of the Sustainable Development Sol...

This chapter provides a historical perspective on the evolving concepts of lifelong learning and the learning society and makes the case for the community learning centre as a potential institutional vehicle for the promotion of adult and lifelong learning. It highlights the pertinence of lifelong learning/learning society in the post-2015 Developm...

The Millennium Development Goals (MDGs) and Education for All (EFA) initiative have influenced educational development in poor countries both positively and negatively. From the perspective of Bangladesh, international assistance in the context of EFA and MDG has led to expansion at the cost of educational outcomes with quality and equity, to put i...

The purpose of the investigation was to determine the relative effectiveness of the Comprehensive Child Development Package (CCDP) on maternal, child and environmental components that will improve 3 to 5 year old rural children's cognition, growth, school readiness, general health and hygiene practices. A program delivered to disadvantaged children...

Increasing recognition of a broadened concept of literacy challenges policy-makers and practitioners to re-define literacy operationally, develop and apply appropriate methods of assessing literacy and consider and act upon the consequent policy implications. This task is given a new urgency by the call of the Belém Framework for Action to "recogni...

This erratum was published in the International Review of Education [© Copyright 2011 Elsevier B.V., All rights reserved.] and the definite version is available at : http://doi.org/110.1007/s11159-011-9209-9. The Journal's website is at: http://link.springer.com/article/10.1007%2Fs11159-011-9209-9

Manzoor Ahmed argues that it is necessary to consider education as transformation and education for transformation and the nature of interaction between the two. He looks at inequalities in education and society through a lens of pragmatic reconciliation among competing theories. He embraces a middle ground of state-led partnership to mitigate forc...

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...

South Asia, with a quarter of the world’s population, has at least a quarter of the world’s children who should be in primary school but are not. As a region, South Asia will almost certainly fall short of achieving the second EFA goal by 2015: full access to, and completion of, primary education. What can be done now to improve the prospects of ac...

The arguments in the article are based on the ongoing discourse in the academic community and among stakeholders, which has contributed to the articulation of the concepts and premises of sustainable development and the role of learning modalities, technologies and networks. The article draws on this discourse to explore the economic aspects of sus...

PIP Poor landless families in Bangladesh typically see no need to educate their girls. Even where school fees are waived, exercise books, pencils, and school clothes cost money, and girls are especially needed to care for siblings and do other household chores. The Bangladesh Rural Advancement Committee (BRAC), however, has found it possible to get...

This report presents the results of a study of the Nonformal Primary Education (NFPE) program, a relatively new educational delivery system developed and implemented by the Bangladesh Rural Advancement Committee (BRAC). The NFPE program is a collaboration among a non-governmental organization (NGO), international donors, and some of the most disadv...

Illiteracy is a social phenomenon reflecting structural problems of society; therefore, the nature of the illiteracy problem can be better understood and the solutions found by looking at the larger social context. The complexity and social ramifications of illiteracy make it inappropriate to talk about eradication of illiteracy by a certain date....

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Initial literacy courses must be followed by opportunities for consolidating the mechanics of literacy skills and practical application of three skills in life. Experience has shown that these ‘post-literacy’ objectives can be achieved, not by a second stage of the literacy course, but by a range of opportunities for learning and application of lea...

Also published in Prospects No.72, 1989

Discussed is the role of nonformal education in relation to six concerns in educational development faced by developing nations: (1) universalization of primary education, (2) post-primary educational opportunities, (3) early childhood care and education, (4) relevance of school experience, (5) efficient use of scarce resources, and (6) strengtheni...

Summarizing the International Council for Educational Development's (ICED) second report on the study of nonformal education for rural youth and children, this draft of the second report outlines the substance of each chapter and the main findings, conclusions, and recommendations. This summary does not include the detailed evidence, illustrations,...

Philip H. Coombs, Manzoor Ahmed and Pratima Kale of the International Council for Educational Development (ICED) are currently researching innovative ways in which education — particularly nonformal education — can encourage stronger community involvement and closer integration between rural development programmes. Mr. Coombs and Mr. Ahmed are well...

Approaches for improving and increasing educational programs that relate skill learning with efforts to increase employment, productivity, and income in rural areas of developing nations are provided. (Author/DE)

Obra en siete volúmenes que describe el panorama general de las variables educación y trabajo de los jóvenes en los años sesenta y setenta, en México, Asia del Sur, Japón, Alemania, Bélgica, Polonia, Gran Bretaña, Suecia y Dinamarca. El presente volumen aborda el caso de México y Asia del Sur.

Published in cooperation with the Program in International Education Finance, University of California, Berkeley, California. Incl. bibl.

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Online document. Incl. bibl.

Online document