Page 38 - Microsoft Word - Bangladesh_Diagnostic_E_final5.doc

• Upper secondary
• Post-secondary non-tertiary

115. The professional institution questionnaires cover the following level of
education:
• First degree of tertiary education leading to advance research
• Second degree of tertiary education leading to advance research

116. The university questionnaires cover the following level of education:
• First degree of tertiary education leading to advance research
• Second degree of tertiary education leading to advance research
• Advance research programme of tertiary education

117. Although these data collection instruments gather key education data, they
still lack some specific information which will be effectual and relevant for the policy
planning and monitoring. At the same time, the data are gathered with many different
forms. It might be possible to reduce the number of questionnaires by identifying the
“common core content” and append the specific characteristics of different education
sectors separately to optimise the design of the questionnaires.

118. Above their purely quantitative nature, collected data would certainly be
useful in terms of usefulness or their adaptability to analytical potentials if they were
broken down in a way that enables cross-tabulation of information on pupils, together
with their conditions of learning within their school environment. In this perspective, if all
related information on each stream within a class could be collected by “pedagogic
group”, it would yield more potential for qualitative analysis of the data collected.

119. One of the bottlenecks is that at the school level there is no proper
explanation on how to derive or transform the data from school record-keeping files to
the annual school census forms. Although schools keep various information on school,
teachers and pupils in its record keeping forms (admission forms, admission/withdrawal
register book, individual teacher files, attendance sheets, student performance sheets,
etc.), the data are scattered all around these files, sheets and register books. There was
little evidence of consolidating and summarising these data into useful formats.
Especially when there is a need for enrolment data by age, this lack of tally sheets or
summary forms made it impossible for the schools to provide accurate data other than
by guessing. There may be orientation meetings or training on how to fill the annual
school census forms; however, this training did not seem to disseminate the concept of
linkages between the school census forms and existing school record keeping system.

5.2.2 Review of the computer applications for data processing

120. Currently data on post-primary education institutions, e.g. secondary schools,
colleges, Madrasah and technical-vocational institutions, are processed in BANBEIS
using the computerised EMIS developed in Oracle database environment. The data
entry interface is written in Oracle developer 6i using Oracle 9 database at the back-

- 31 -