Higher education in Asian countries and the role of international ...

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scheme (6+6) was introduced and in 2004, free basic education was extended to fourteen years,
including the two years of pre-primary schooling. Recently reforms in curriculum, teacher
education, decentralization and devolution, and private participation have been worked out.
5.4.1.3 South Asia
Bangladesh
In Bangladesh education is seen as a transforming agent that can be helpful in transforming
human resource into human capital; a more productive labor force. To achieve this objective the
government has planned to promote basic and secondary education. To achieve the EFA goals
the Compulsory Primary Education (CPE) Act was promulgated in 1990; it was implemented in
1992 on a limited scale and has been extended throughout the country since 1993 (IAU 2011). In
1992 Primary education has been made compulsory for age group 6 to 10 years. In 2003 the
ministry was established to support and promote Primary and Mass Education. In order to
establish a knowledge-based and technologically-oriented learning society EFA National Plan of
Action II 2003–2015 was launched.
To improve the access to and quality of higher education, reforms have introduced, likewise the
establishment of universities in private sector is also encouraged as a result of The Non-
Government Universities Act No. 34 of 1992. To make higher education available in remote and
disadvantaged areas, the government established the Open University under the Act No. 38 of
1992. Further reforms in curriculum, teacher education, financing, and private sector role in
higher education sector have been introduced to make education responsive to the market needs
and social demands. In higher education sub-sector, administrative restructuring, adjustment of
duration of degree and quality development initiatives have been introduced recently.
India
The National Education Policy 1988 stressed upon the promotion of basic education,
improvement of learning outcomes, and decentralization of power and responsibilities to local
administration and management. In 1990s many reforms were introduced in curriculum
development, teacher education, quality, accessibility and relevance. In 1996 government
reformed the policies to universalize elementary education, to increase resource allocations, to
improve teacher training process, and to involve community in decision making and
management of education. In order to meet the rising demand of skilled labor force the