Unlocking the potentials: conceptual framework for the education of the indigenous people through open and distance learning

dc.contributor.author Akhter, Zobaida
dc.coverage.placeName Bangladesh en_US
dc.coverage.spatial Asia en_US
dc.date.accessioned 2016-03-16T03:42:12Z
dc.date.available 2016-03-16T03:42:12Z
dc.date.issued 2010-11
dc.description.abstract The constitution of Bangladesh guarantees equal rights for men and women, prohibits discrimination on the basis of sex, race, caste and religion and strives to promote social and economic equality. Access to information is the basic rights of the people of any country. We know that knowledge is power and knowledge imparted through education is more powerful... In our country people are devoid of their basic rights and they are considered as disadvantaged group, based on their needs, culture, environment and economic status. Promoting open and distance learning is a crying needs especially in the context of Bangladesh. Bangladesh is a country where approximately forty-five ethnic minority groups live alongside... They have lesser opportunities in education and skill development than their mainstream counterparts, illiteracy is high. Indigenous peoples mainly live in isolated areas, outside the mainstream of national economies and development support. The areas they inhabit are even more likely to lack of basic infrastructure such as roads, markets, schools and health facilities, than the other areas of population. This paper attempts to develop a conceptual framework for the education of the indigenous people of Bangladesh through Open and distance Learning. en_US
dc.identifier.uri http://hdl.handle.net/11599/2184
dc.language.iso en en_US
dc.subject Social Justice en_US
dc.subject Open and Distance Learning (ODL) en_US
dc.subject Equality en_US
dc.subject Secondary Education en_US
dc.subject Inclusive Education en_US
dc.title Unlocking the potentials: conceptual framework for the education of the indigenous people through open and distance learning en_US
dc.type Working Paper en_US
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