WILL NOVEL EDUCATION POLICY STIMULATE BUSINESS MANAGEMENT OPPORTUNITIES IN BANGLADESH: A CRITICAL ANALYSIS AND LESSONS TO BE LEARNED FROM THE UNITED STATES
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Mohaimenul Islam Jowarder(1*)
Development Studies, Bangladesh University of Professionals
(*) Corresponding Author
Keywords:
Education Policy, Business Management, Bangladesh, United States
Abstract
The purpose of this study is to understand how the novel education policy, which is to be implemented in 2025 in Bangladesh, will foster business management opportunities and the probable lessons from the United States. This study conducted a mixed methodology analysis followed by a purposive sampling method. 200 students from primary to higher secondary levels and 20 teachers were selected. We also conducted Four Focus Group Discussions with curriculum experts who were directly involved with developing this method in Bangladesh. An exclusive interview with the President of Hyundai Motors Asia assisted in exploring the context in-depth. The study revealed a positive response from students, ranging from prospective career opportunities to rising interests to implement their acquired knowledge, eradicating the fear of science as well as emphasizing becoming small business entrepreneurs and believing in stimulating business opportunities. Further research is encouraged to assess the impacts of this educational reform in diverse employment sectors in-depth.
Keywords: Education Policy; Business Management; Bangladesh; United States
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References
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Islam, M. N., & Hashim, A. (2019). Historical evolution of English in Bangladesh. Journal of Language Teaching and Research, 10(2), 247–255.
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Jahan, A. (2008). Teaching speaking skills at tertiary level in Bangladesh: An Empirical Study. DIU Journal of Business and Economics, 3(1), 155–171.
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Ladson-Billings, G. (2021). Three decades of culturally relevant, responsive, & sustaining pedagogy: What lies ahead? The Educational Forum, 85(4), 351–354.
Leatherdale, S. T. (2019): Natural experiment methodology for research: a review of how different methods can support real-world research. International Journal of Social Research Methodology, 22(1), 19-35.
Malak, M. (2013): Inclusive Education in Bangladesh: Policy and Practice. Paper presented at the Australian Association for Research in Education Annual Conference 2013. https://files.eric.ed.gov/fulltext/ED603287.pdf
Meje, M. (2012): Educational infrastructural development in Bangladesh: a comparative rural and urban community context study of government primary schools in Bangladesh. Urban Studies Masters Theses. Paper 4. https://www.fordham.edu/download/downloads/id/3569/mejeeducationalinfrastructuraldevelopmentinbangladeshpdf.pdf
Prodhan, M. (2016): The educational system in Bangladesh and scope for improvement. Journal of International Social Issues, 4(1), 11-23.
Rahman, A. T. A., Ationg, R. & Zulhaimi, N. A. (2017): A paradigm shift in understanding mixed method research: A Malaysian perspective. Journal of Advanced Research in Social and Behavioral Sciences, 9(1), 46-56.
The World Bank (2018): World Bank Helps Bangladesh Improve Primary Education, National Statistics. https://www.worldbank.org/en/news/press-release/2018/06/28/worldbank-helps-bangladesh-improve-primary-education-national-statistics (Accessed 24 Feb 2021).
Alam, F. (2018). Revisioning English studies in Bangladesh in the age of globalization and ELT. In Engaging in educational research (pp. 241–261). Singapore: Springer.
Ali, M. (2014). An evaluation of ‘English for today : for classes 11–12’ as a textbook for Bangladesh higher secondary education ( Hse ). In The English teacher, XLIII (pp. 1–18).
Austin, S., Harford, W., Hayes-Birchler, A., Javaherian, S., Omoluabi, O. & Tokushige, Y. (2008): Improving the Quality of Education in Bangladesh. Madison, WI: Board of Regents of the University of Wisconsin System.
Bean, R. M., & Morewood, A. L. (2011). Best practices in professional development for improving literacy instruction in schools. In L. M. Morrow & L. B. Gambrell (Eds.), Best practices for literacy instruction (4th ed., pp. 455–478). Guilford.
Bowles, S., & Gintis, H. (2011). Schooling in capitalist America: Educational reform and the contradictions of economic life. Haymarket Books.
Butler, D. L., Schnellert, L., & MacNeil, K. (2015). Collaborative inquiry and distributed agency in educational change: A case study of a multi-level community of inquiry. Journal of Educational Change, 16(1), 1–26.
Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective teacher professional development. Learning Policy Institute.
Datnow, A. (2020). The role of teachers in educational reform: A 20-year perspective. Journal of Educational Change, 21(3), 431–441.
Davies, T. (2013). Incorporating creativity into teachers' practice and self-concept of professional identity. Journal of Educational Change, 14(1), 51–71.
Desimone, L. (2009). Improving impact studies of teachers’ professional development: Toward better conceptualizations and measures. Educational Researcher, 38, 181–199.
Desimone, L. M., Porter, A. C., Garet, M. S., Yoon, K. S., & Birman, B. F. (2002). Effects of professional development on teachers’ instruction: Results from a three-year longitudinal study. Educational Evaluation and Policy Analysis, 24, 81–112.
Diamond, J. B., & Spillane, J. P. (2016). School leadership and management from a distributed perspective: A 2016 retrospective and prospective. Management in Education, 30(4), 147–154.
Dillon, D. R., O’Brien, D. G., Sato, M., & Kelly, C. M. (2011). Professional development and teacher education for reading instruction. In M. L. Kamil, P. D. Pearson, E. B. Moje, & P. Afflerbach (Eds.), Handbook of reading research (Vol. 4, pp. 655–686). Routledge.
Dodman, S. L., DeMulder, E. K., View, J. L., Swalwell, K., Stribling, S., Ra, S., & Dallman, L. (2019). Equity audits as a tool of critical data-driven decision making: Preparing teachers to see beyond achievement gaps and bubbles. Action in Teacher Education, 41(1), 4–22. https://doi.org/10.1080/01626620.2018.1536900
Dodman, S. L., Swalwell, K., DeMulder, E. K., View, J. L., & Stribling, S. M. (2021). Critical data-driven decision making: A conceptual model of data use for equity. Teaching and Teacher Education, 99, 103272. https://doi.org/10.1016/j.tate.2020.103272
Garner, B., Thorne, J. K., & Horn, I. S. (2017). Teachers interpreting data for instructional decisions: Where does equity come in? Journal of Educational Administration, 55(4), 407–426. https://doi.org/10.1108/JEA-09-2016-0106
Gorski, P. (2016). Rethinking the role of “culture” in educational equity: From cultural competence to equity literacy. Multicultural Perspectives, 18(4), 221–226. https://doi.org/10.1080/15210960.2016.1228344
Hamid, M. O., & Honan, E. (2012). Communicative English in the primary classroom: Implications for English-in-education policy and practice in Bangladesh. Language, Culture and Curriculum, 25(2), 139–156. https://doi.org/10.1080/07908318.2012.678854.
Hamid, M. O., Nguyen, H. T. M., & Baldauf, R. B. (2013). Medium of instruction in Asia: Context, processes and outcomes. Current Issues in Language Planning, 14(1), 1–15. https://doi.org/10.1080/14664208.2013.792130.
Hargreaves, A. (1994). Changing teachers, changing times: Teachers’ work and culture in the postmodern age. Teachers College Press.
Hargreaves, A., & Fullan, M. (2012). Professional capital: Transforming teaching in every school. Teachers College Press.
Hoogland, I., Schildkamp, K., van der Kleij, F., Heitink, M., Kippers, W., Veldkamp, B., & Dijkstra, A. M. (2016). Prerequisites for data-based decision making in the classroom: Research evidence and practical illustrations. Teaching and Teacher Education, 60, 377–386. https://doi.org/10.1016/j.tate.2016.07.012.
Horn, I. S., Kane, B. D., & Wilson, J. (2015). Making sense of student performance data: data use logics and mathematics teachers’ learning opportunities. American Educational Research Journal, 52(2), 208–242. https://doi.org/10.3102/0002831215573773.
Islam, M. N., & Hashim, A. (2019). Historical evolution of English in Bangladesh. Journal of Language Teaching and Research, 10(2), 247–255.
Ivey, J. (2017): Demystifying research II: Data Collection Methods and Considerations. Pediatric Nursing, 43(4), 200.
Jacobs, J., Beck, B., & Crowell, L. (2014). Teacher leaders as equity-centered change agents: Exploring the conditions that influence navigating change to promote educational equity. Professional Development in Education, 40(4): 576–596. https://doi.org/10.1080/19415257.2014.896272
Jahan, A. (2008). Teaching speaking skills at tertiary level in Bangladesh: An Empirical Study. DIU Journal of Business and Economics, 3(1), 155–171.
Khatun, S. (1992). Development of primary education policy in Bangladesh. University of Dhaka. Dhaka: University of Dhaka.
Khondaker, S., Camfield, L., Sultan, M., Rashid, S. F. & Muz, J. (2019): Policy Note. https://www.gage.odi.org/wp-content/uploads/2019/07/Dhaka-EE-Policy-Note_WEB.pdf (Accessed 24 Feb 2021).
Ladson-Billings, G. (2021). Three decades of culturally relevant, responsive, & sustaining pedagogy: What lies ahead? The Educational Forum, 85(4), 351–354.
Leatherdale, S. T. (2019): Natural experiment methodology for research: a review of how different methods can support real-world research. International Journal of Social Research Methodology, 22(1), 19-35.
Malak, M. (2013): Inclusive Education in Bangladesh: Policy and Practice. Paper presented at the Australian Association for Research in Education Annual Conference 2013. https://files.eric.ed.gov/fulltext/ED603287.pdf
Meje, M. (2012): Educational infrastructural development in Bangladesh: a comparative rural and urban community context study of government primary schools in Bangladesh. Urban Studies Masters Theses. Paper 4. https://www.fordham.edu/download/downloads/id/3569/mejeeducationalinfrastructuraldevelopmentinbangladeshpdf.pdf
Prodhan, M. (2016): The educational system in Bangladesh and scope for improvement. Journal of International Social Issues, 4(1), 11-23.
Rahman, A. T. A., Ationg, R. & Zulhaimi, N. A. (2017): A paradigm shift in understanding mixed method research: A Malaysian perspective. Journal of Advanced Research in Social and Behavioral Sciences, 9(1), 46-56.
The World Bank (2018): World Bank Helps Bangladesh Improve Primary Education, National Statistics. https://www.worldbank.org/en/news/press-release/2018/06/28/worldbank-helps-bangladesh-improve-primary-education-national-statistics (Accessed 24 Feb 2021).
Published
2023-11-01
How to Cite
Jowarder, M. (2023). WILL NOVEL EDUCATION POLICY STIMULATE BUSINESS MANAGEMENT OPPORTUNITIES IN BANGLADESH: A CRITICAL ANALYSIS AND LESSONS TO BE LEARNED FROM THE UNITED STATES. Journal of Management : Small and Medium Enterprises (SMEs), 16(3), 421-430. https://doi.org/10.35508/jom.v16i3.10019
Section
Articles
