Open Content


eduWiki for Open Content



A huge collection of contents, script etc. anyone can add content and it can be used by researcher students/academicians, in both language in Bangla or English for Science or any other topic. Open concept is like Wikipedia (, a voluntarily developed open encyclopedia, updated always. We can have our own wiki page here for educational script, from primary level of education to higher level or anything. As it will be open anyone can retrieve the content from it even anyone can add/edit contents. Will be updated always, as it has no barrier like traditional printing material).



Local content, Open Content 

We want to develop Local Content, of course in Bangla that will help local people no matter what is his/her profession. The local content  will help local people to fight against the odd they are facing, will make them capable to handle their poverty. Distribution of the content can be possible through the Telecenter by sharing knowledge and resources with the other Development Partner.




Open Library, an e-Content Library

Open Library is the similar concept of Open Content. Both will have the huge collection of content, in open library it will be in some e-book format with PDF or Open Document Format. Can be distributed through the portal, or CD (eduROM), LAN (eduLAN) and in some other network (eduNET).



3 responses to “Open Content

  1. Virtual University Idea and some thoughts (part-1. The story)

    It is a very nice idea indeed. Surely it is true that still it is too early to think about establishing of a virtual university. Is that true? I will say: not true.

    It is just like some one to sew a seed. After some time there will be a plant. It means we have a foundation. We have to work on that. Simply it means how to nourish the plant, how to protect it etc. etc. Just in the same parents take care about their new born. As difference we human beings can do it with most possible sophisticated way.
    So, I come to the point. I know about the idea. With eng. Sh. Siraj long ago we thought about that. I remember the time when we discussed about the Science and Technology University of Dr. Roushan Ali (who won a reward for his project). At that time we were think how to combine the efforts of eduBangla and Sc. and Tech (under planning) university. As to our sorrow for reasons the marriage did not take place, we decided to go SOLO. May be that was the time we placed before us the idea of a university. As we did not have (even today we don’t have) resources, practical, administrative and technical capabilities to establish a university of normal physical structure, we had to stop for a while. And we focused our attention on refurbishing the Yet there obstacles, the road was not easy. At times it seemed that we were slow (if I do not want to admire that there were small periods if we were not stopped even for a while). But I can firmly say that we still were in business. Though there were difficulties to maintain regular contacts. Technology of Communication is changing fast and we had to catch the momentum. With eng. Siraj we generated many ideas.

    Then it happened one sad thing in my family. The shock was tremendous. And I became so frustrated. And it was my friends and colleagues who kept continuously pushing me moving. In this direction I owe a lot to Shahjahan Siraj. When I realized, time runs first and one should wait if he wants to create something new, useful and want to leave that the new generation.

    So leaving tears behind I started communicating with my old and reliable friend Siraj. And there times we communicated many times a day, using all the options of telephone and on-line facilities.

    To be continued….
    Part-2 Extended Hand

    Thanks for your attention: Dr. A. F. Ahmad

  2. It seems somewhat like a retrospect and will form the basis of the objective account of evolutionary steps through which the concept of eduBangla was evolved and nourished. I would like you request to complete it and in it put your overview of the project.

  3. Report of USAID about Education in Bangladesh

    Current Conditions: Education

    Education is a High Priority
    Education is fundamental to the development of Bangladesh. The Government has placed a high priority on it, particularly at the primary school level. Although official education statistics are unreliable, substantial progress has been made over the last 20 years. Enrollments have increased, the gender balance has improved, and public spending on education has expanded.

    Daunting Challenges for a Growing Population

    Among those who enter primary school, only 76% complete it. It takes them an average of 6.6 years to do so.
    Six percent of children do not enroll, and 25% of those who do drop out. That means 30% of Bangladeshi children do not have a primary school education.
    The average achievement level of primary school graduates is the 2nd grade.
    Repetition and dropout rates remain unacceptably high, especially for children living in poverty and children from minority families.
    The student/teacher ratio is 60 to 1, among the worst in Asia.
    Average student/teacher contact time is 2.5 hours per day, one of the lowest rates in the world.

    While the Government has increased funding for education, the expenditure per pupil remains very low. Teachers are poorly trained and paid. In many cases, they are not working up to their capabilities, nor to government-set standards. Teaching methods and materials are generally sub-standard, especially in government schools. Schools are in poor condition and detrimental to learning.

    System in Need of Reform
    The education system is badly in need of reform. The autocratic, centralized and top down approach that persists stifles innovation. Corruption in the system and cheating on exams by teachers under pressure from officials and parents are widespread. Officially available grade and competency levels are probably inflated. At the local level, community and official support for schools is very poor. Only 15% of school management committees are active, and less than 50% of primary schools have parent-teacher associations.

    Early Childhood Education Receives Little Attention
    Parents and communities do not prepare children well for school, and preschools have not yet caught on. Informal “baby classes” have been created at many government schools as a response to younger siblings following older siblings to school. However, lack of equipment and a curriculum make them inappropriate early learning environments.

    There are an estimated 9 million children aged 3-6 in Bangladesh. Although the most recent Government plans include preschool classes in 80% of government schools by 2015, early childhood development has received little attention. Due to severe budget and capacity constraints, it is not currently a government priority. For that reason, it is also not a donor priority, with a few exceptions. Most existing early childhood programs are provided through NGOs working with communities. Despite commendable efforts by the NGO community, the coverage of existing early childhood programs remains limited. While the quality varies, most observers feel there is substantial room for improvement.

    In sum, far from making inroads on the country’s educational deficit, the current education system continues to add to it, year after year.

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