Sunday, January 29, 2017

History Of SSC Exam In Bangladesh

The secondary school certificate (SSC) Evaluation, is a community examination in Bangladesh, Indian and Pakistan performed as finalization study of secondary knowledge. Learners of Tenth grade/class ten appear in these examinations. It is an comparative to GCSE in Britain. SSC is comparative to first couple of a lot of Great Educational institutions in the USA, and GCSE in Britain. HSC is comparative to 3rd and 4th season of Great University in the USA, which means they can start college with HSC certification here in the USA.

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In Bangladesh , Great University is split into Additional University Documentation (SSC) and HSC (Higher Additional University Certification) levels, although SSC is informally known as high school due to its use during the English judgment time.After finishing the 9th and Tenth category (grade) students rests for a national community examination known as SSC and if they pass they get chance to study in universities and up secondary schools. 10th category examination is carry out at the
condition stage by the condition forums to train and at the National stage by the Authorities for the Indian University Documentation Examinations. Class 10 examination is carry out yearly.Tenth board examination curriculum may vary for individuals from different knowledge forums.

In Bangladesh, the reduced term "Metric" represents the Additional University Evaluation (SSC) taken at season 10, before Advanced Exams taken in following couple of decades prior to university entry. Bangladesh like the rest of South Japan continued to use conditions such as Matriculation Exams and Advanced Exams taken from the days of the English Raj although these conditions is replace in Britain itself with O or Ordinary Level Examinations (now known as GCSE) and A or Advanced Level Examinations respectively.

During mid 90's, a new evaluation program at SSC evaluation were also presented in 1992. Raynor and Chowdhury (2004) report that, "The stipend program has introduced about change. Teenage now noticeable in huge numbers, going to and at university in non-urban areas- in itself a fundamental modify. The female stipend program (FSP) offers an allocation to motivate family members to send ladies to school, and to help to fulfill the costs.

During mid 90's, a new evaluation program at SSC evaluation were also presented in 1992. Raynor and Chowdhury (2004) report that, "The stipend program has introduced about change. Teenage ladies are now noticeable in huge numbers, going to and at university in non-urban areas- in itself a fundamental modify. The female stipend program (FSP) offers an allocation to motivate family members to send ladies to school, and to help to fulfill the costs of education and learning the college program is improve, roughly 150,000 teachers obtained short-term training in the new curriculum; ten teacher-training universities is improve and five new greater instructor training institutes were establish. At the end of 90's, 'Shamsul Haque Education Percentage 1997' was establish. Correspondingly, in 2001 and 2003 two other income 'Abdul Bari commission 2001'and Moniruzzaman Miah Education Percentage 2003' were establish.

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The later presented its review in 2004 and advocated for a single-track secondary education and learning program, broader accessibility education and learning in non-urban places, figuring out teacher-student rate, upgrading teacher credentials, changing the curricular and educating methods, and enhancing the evaluation and examination systems at additional stage. In different stages the amount of community sector participation towards salary subvention to non- govt educational organizations at additional and secondary stage was improve to 60%, 70% and 80% and lastly up to 90% in 2001. The remaining 10% was give by the organizations. Instructors and staffs were also given 25% and 50% of their basic wage as event allocation and restricted house lease respectively. Recently Government is giving 100% of wage subvention to the teachers of non- govt educational organizations and the disbursement is create monthly through teacher's personal banking account.

History Of SSC Exam In Bangladesh


Nowadays, the most important focus of Bangladesh education and learning plan in class stage turned from "quantity" to "quality".Reforms applied in class handling panel (SMC), pension and service benefit of non-government teachers, instructor coaching, technology and computer education, additional program,school-based evaluation program (SBA) and British language educating (GoB, 2005; Globe Bank, 2005). 'Quality Assurance' is now seeking to help analyzing schools' efficiency using a set of indicators (World Financial institution, 2006). The Sixth Five Year Plan (2003-2008), from the Planning Percentage, provides the following objectives in respect to secondary education:

(a) enhancing participation in different stages and types of education, such as lower additional,secondary, and additional stages such as madrasa education.

(b) enhancing participation of women through stipend programs in all stages of additional education; and

(c) enhancing top quality of additional education and learning through in-service coaching of teachers (UNESCO, 2007). Despite these projects, Bangladesh faces new difficulties and demands in education and learning industry and additional education and learning product is still experiencing problems to provide top quality education (Ahmad, 2005).

Read More: what will need to do after ssc

Even though there have seven education and learning income established until date but Bangladesh has not been able to have a realistic education and learning plan after 38 decades of its freedom. Subsequent government authorities in Bangladesh, whether for political purposes or real initiatives at getting it right, have always innovative legitimate details for starting upon one change program or the other. Over the decades, focus is give on amount by setting up needless secondary education organizations to fulfill governmental figures and their constituencies (GoB, 2005). These educational organizations don't have adequate facilities, certified teachers and above all certified academic directors (Begum & Bhuyan, 2005). So,secondary education and learning in Bangladesh disregards, in a million ways, the guidelines of important,transformation healthy educational growth.

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