Page: 01-06. Scarcity of ICT teachers in government secondary and non government colleges- a case study of Harinakundu upazila under Jhenaidah district of Bangladesh*.

S. KUMAR¹

1=Sukanto Kumar, Assistant Teacher, 19 No. Sonatonpur Govt. Primary School, Harinakundu, Jhenaidah, Bangladesh.

ABSTRACT

The study was conducted at the Harinakundu Upazilla under Jhenaidah District of Bangladesh during January to April 2017. Six non Govt. secondary Schools and four non Govt. Colleges were selected for the study. The schools and colleges are Shakharidah Secondary School, Chandpur Secondary School, Sonotonpur Secondary School, Dakholpur Secondary School, Shaitly Secondary School, Ghoragacha Lal Mohammad Secondary School, Hazi Arshad Ali Degree Colllege, Kapashatia College, Saleha Begum Mohila Degree College, Joradah College & Mandia Ideal College. 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 now, 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 author has 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, Launched, Training, Knowledge, Hampered and Achieve.

*Short Communication