ICT the main role to achieve SDGs
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The education system in Bangladesh is deficient in skilled teachers and this is particularly apparent in the rural areas of the country. The low socio-economic status of many of the people of Bangladesh is compounded by the lack of a quality education and lack of prospects for employment.
The quality of education in Bangladesh remains low in comparison to the rest of the world including its Asian neighbors. Inadequate resources, including insufficient and unqualified teachers as well as the lack of incorporation of technology in education results in students being at a huge disadvantage compared to the rest of the world. This lack of a quality education prevents most children being unable to break the cycle of poverty that is rampant in Bangladesh. This is particularly evident in the rural areas where it is very difficult to get trained teachers to take up residence and fulfil the need for quality staff in rural schools.
The lack of technology-based learning in the Bangladesh education system also hampers the students’ ability to meet the demands of the 21st century, especially those to achieve the UN SDGs of 2030.comments powered by Disqus