M. N. NAHER1, M. M. RAHMAN2 and S. KUMAR3*
1=Mst. Nazmun Naher, Vice Principal, Shailkupa City Degree College, Shailkupa, Jhenaidah, 2=Md. Mizanur Rahman, Lecturer, Department of Geography, Alhaj Amjad Hossain Degree College, Pangsa, Rajbari and 3=Sukanto Kumar, M. Phil Fellow, Department of Business Administration, Pabna University of Science and Technology, Pabna, Bangladesh. *Corresponding author’s Email: shruthydebnath@gmail.com.
ABSTRACT
The study was conducted at the Shailkupa and Jhenaidah sadar upazila under Jhenaidah District of Bangladesh during January to April 2020. Seven Non Govt. Secondary Schools and Seven Non Govt. Colleges were selected for the study. They were selected purposively from different Schools and Colleges of Jhenaidah District. Data were collected through an interview schedule. Acknowledging the importance of ICT, Govt. has introduced ICT course since 2013-2014 to Secondary and Higher secondary education in order to fill up the dream of digital Bangladesh and to implement National Education Policy-2010. But still today, qualified ICT teachers have not been appointed in secondary and higher secondary level. As a result, students are not getting the pure knowledge of ICT. In secondary and higher secondary education, Govt. has launched computer education course since 2001-2002 session before the ICT course ran. In secondary level, the people who have passed B.A (Bachelor of Arts) with minimum 6months computer training have been appointed as a computer teacher. And in the higher secondary level, M.A (Master of Arts) with minimum 6months computer training had been appointed. So they did not get opportunity to study ICT. The teachers who are trained in computer only 6 months cannot be able to teach ICT. For this, the students in secondary level are being hampered a lot, which is harmful for a nation. Without pure ICT knowledge, it is now quite impossible to achieve higher education. As a result, a nation cannot move forward rather it goes behind. How to teach a teacher ICT course without ICT knowledge? All of them are trained but not have academic qualification on ICT. It is a great regret that- is it possible for these ICT teachers to teach ICT by right explaining of every topic or not? In this case study, the authors have tried to mention- what is the real picture in these schools and colleges and how to solve these problems?
Keywords: ICT, Secondary and Higher Secondary, Digital Bangladesh, Education Policy, Training, Knowledge and Achieve.