.odt ওয়ার্ড প্রসেসিংএর জন্য, .ods স্প্রেডশিটের জন্য, .odp প্রেজেনটেশনের জন্য, .odg গ্রাফিক্সের জন্য এবং .odf ফর্মূলা বা গাণিতিক সমীকরণের জন্য। ওয়েসিস শিল্প সংঘের একটি টেকনিক্যাল কমিটি 
System Properties ডায়লগ বক্স দেখা যাবে।
নিচের অংশে Environment Variables বোতামে ক্লিক করুন।
Importance Given to ICT
ICT has been given considerable importance from the Prime Minister’s Office in the last few years
A National ICT Task Force has been formed which is headed by the Honorable Prime Minister
The Executive Committee of the National ICT Task Force, headed by the Honorable Principal Secretary, administers the implementation of decisions taken by the Task Force
A program called the Support to ICT Task Force (SICT) has been initiated, with financial support from the Government, to provide implementation and monitoring support to the Task Force.
The Ministry of Science and Technology has been renamed as the Ministry of Science and ICT and has been entrusted the duty of working as the primary hub for ICT policy and implementation in the country.
The Ministry of Science and ICT has come up with a comprehensive ICT Policy in 2002.
The Ministry of Post and Telecom has also come up with a National Telecom Policy in 1998 (time for a revised policy)
e-Government Policy Stakeholders
Prime Minister’s Office (PMO)
- National ICT Task Force has been formed, headed by the Honorable Prime Minister
- ICT Task Force has representation from several important ministries, academia, NGOs, and the ICT-related private sector
Ministry of Science and ICT
- Formulation of ICT Policy
- ICT-related laws
- Facilitate computerization at govt. institutions and schools
Ministry of Post and Telecommunications
Building and maintaining of telecommunication infrastructure
Ministry of Education
- Curriculum for ICT education
- Computerization of schools
Ministry of Law, Justice and Parliamentary Affairs
- ICT-related laws
Planning Division, Ministry of Planning
- Secretarial support to National ICT Task Force
- Hosts the Support to ICT Task Force (SICT) Program to implement objectives of the ICT Task Force, particularly in areas of e-Government
Bangladesh Telecommunication Regulatory Commission (BTRC)
- Regulation of telecommunications providers
- Licensing authority
Bangladesh Computer Council (BCC)
- ICT Training to govt. officials and citizens
- Incubator for software companies
- Advisory support to govt. institutions regarding ICT
- Providing connectivity to ISPs
- Standardization of ICT issues, such as keyboard
- Curriculum for ICT education
Status of ICT Policy & Implementation
Broad Areas
ICT Infrastructure
ICTE and Capacity Building
Support to ICT Industry
Applications of ICTs for Socio-Economic Development
Regulatory Issues
Financing of ICT-Related Projects
Research and Development in ICT
Structure (ICTE and capacity building)
Policy
What Has Been Achieved
What Has NOT Been Achieved
ICTE and capacity building
Policy
Facilities shall be built to promote ICT training and computer aided training at all levels of education including Primary Schools and Madrasahs.
Universities, Bangladesh Institutes of Technology and colleges, both in the public and private sectors, shall be strengthened to produce ICT graduates in four-year Computer Science and/or Engineering courses.
Establish multimedia institutes up to district level.
Diploma and Trade Certificate in ICT will be offered in both public and private institutes including Polytechnics.
Policy
Use the potential of ICT for delivery of distance education to help stretch the country’s limited teaching resources and ensure quality education to all.
Preference shall be given to ICT literate candidates for the purpose of recruitment in public offices. ICT-literacy shall also be evaluated in the Annual Confidential Report (ACR) of officials to ensure utilization of ICTs in the public services.
What Has Been Achieved
Computer science as a course has been introduced at the high school level, but has not been mandatory. A fair number of students are taking this course at the high school level.
Almost all public and private universities pay particular emphasis on training students in ICT-related fields.
Different public offices have taken up initiatives to provide ICT training to government officials and staff.
The Ministry of Science and ICT and its subsidiary Bangladesh Computer Council are playing important roles in training public officials, school teachers and also citizens at low cost.
Private ICT training institutes have sprung up in large numbers over the last few years in major urban centers.
The Ministry of Science and ICT has introduced an ICT Internship Program in cooperation with the private sector, to support the development of quality professionals for the ICT industry.
What Has NOT Been Achieved
Due to lack of adequate number of working computers in public high schools at rural level and lack of sufficiently trained teachers, most students do not get enough exposure to ICT.
Not enough jobs are getting created to absorb the ICT-trained human resources.
Much of the government IT training is isolated and project-based – a coordinated national effort to build ICT capacity in the government is yet to be implemented.
ICT-based education is not a policy priority.
Excessive emphasis on computerization without sufficient consideration to enabling factors such as teachers training, curriculum modernization etc.
In government recruitment and promotion, IT skills is still not taken into consideration
ICT in Education in global perspectives
ICT in Norwegian education
In 2000, Norway formally decided to institute a national ICT policy (called eNorway) will let it proactively participate in the “knowledge economy”. Although a little late to the knowledge economy race, Norway has established a comprehensive plan and committed substantial resources in the pursuit of establishing ICT leadership. Norway’s ICT efforts can be divided into five basic sectors. Among them, one is education sector.
Norway has laid out the following education plan with the intent of promoting information technology across all industry sectors:
* Establish national learning network among educational institutions in Norway.
* Promote network-based educational programs at all levels.
* Implement reward system for ICT educational institutions.
* Expand environmental awareness via the internet among Norwegians.
* Develop/Promote ICT skill-sets among educators.
Develop public-private partnerships in the uses of ICT.
ICT in Education:
In West Bengal, there are more than 3,500 Government and Government aided schools running ICT based education.
The progress on ICT@School has been good; because the first three years it was IT Literacy then it became IT Workforce and now it will transition to IT Education. During these years, students from Standard 6 to 12 were taught basic computers. In year four the program shifted to IT Workforce, with the curricula changing from proprietary to open source, programming. Now, in year five it is the progress of changing its focus to IT Education.
China is the world’s largest populous country and they have the largest internet users in the world. In ICT sector they are gradually becoming one of the pick positions. They are using ICT in their education sector from pre-primary to higher level. Some of them are given here.
Coca-Cola E-learning Initiative in China:
Bringing digital resources and e-learning opportunities to teachers, less advantaged young people and rural communities throughout China, Coca-Cola brought its e-learning for life initiative to China in 2001. Since then, over 10,000 Chinese students and their communities have benefited from the project. The project also involves ICT skills training for school teachers who use the centers and software to teach subjects such as Math’s, Chinese, English and History.
Popularization of ICT Education in Primary and Secondary Schools :
In 2000, the Ministry of Education launched a plan called Popularizing ICT Education in Primary and Secondary Schools, and requested all primary and secondary schools to offer a course on ICT education during the following 5 to 10 years.
Modern Distance Education of Primary and Secondary Schools in the Countryside :
This project started in 2003 with CNY 10 billion (US$100 million) invested by the central government. The money was used to buy infrastructure equipment. The aim was to enable primary and secondary schools in the countryside to make use of distance education in order to share good educational resources with the schools in developed areas.
http://cms.unescobkk.org/index.php?id=1579
Upgrading CCRTVU and CETV networks:
China Central Radio and Television University (CCRTVU) with over 6000 local learning centers were first licensed in 1979, with the UK Open University as its model. Almost at the same time China Education TV channels were licensed to broadcast education programs. Recently the two networks introduce digital communication facilities and internet and intranet systems.
A large variety of CAI software packages was developed in China. Most of the commercial CAI software packages are digitalization of the textbook with multi-media technology. Many teachers also developed special purpose courseware for their classes.
http://www.atcminc.com/mDevelopment/ShortArticleSeries/China/8China.html
Information & communication technology
In line with the country’s information and communication technology (ICT) master plan and vision 2020, which envisages its longer-term development, Malaysia recognises that the transformation of its education system is fundamental to achieving its objectives. The Ministry of Education, with the participation of non-governmental agencies, is focusing on the development of new media for use as educational, organisational and partnership- empowering building tools, and as a means for bridging the country’s digital divide and learners. Due to its belief that ICT can revolutionise education and learning, the Ministry plans to integrate ICT into education on a fundamental level, incorporating systems to facilitate management, information gathering, access, and various forms of communication
ICT Initiatives by Government Agencies
The Malaysian Smart School
Launched in 1997 as a pilot project involving approximately 90 schools throughout the country, Smart Schools are intended to nurture the development of a knowledge-based work force by moving away from memory-based learning towards education based on equitable access, stimulation of creativity and thinking, and support for individual learning. The main components of the Smart School Integrated Solution are a computerized Smart School Management System; Browser-based Teaching-Learning Materials; Help Desk support services and specialized support services; and a Smart School Technology Infrastructure.
Internet Usage
The Ministry of Education developed the MySchoolNet website, which provides links to enable students and teachers easier access to educational information, in order to enhance ICT use in education.
ICT Training In Schools
The Ministry of Education uses the cascade model, in which suitable individuals undergo training and then pass this training on to other trainers who in turn train school colleagues, in order to disseminate ICT training throughout the school system.
The Computerisation Programme in Schools
This programme, implemented in three stages, is intended to reduce the country’s digital divide by introducing ICT and promoting ICT literacy in the greatest number of schools possible. A computer lab is built for each of the schools, which are then upgraded at a later date to Smart Schools.
The Electronic Book Project
This pilot project explored the benefits of replacing conventional textbooks with electronic, or e-books, and how they might contribute to improvements in learning and teaching. Upon conclusion of the pilot after a five-month period, findings determined that e-books engaged students more actively in learning and reading, and also improved technology and computer knowledge.
Penang E-Learning Community Project (SIPI)
Started in 1997 and managed primarily by the Science University of Malaysia, this state-initiated project spearheads the development of web-based services, a web presence, and collaborative web-based tools for the purpose of providing needed information to the educational community within the state. Such services as web hosting, email, and electronic discussions are provided, and the E-Learning website hosts the homepages of a minimum of 100 schools.
ICT Initiatives by Non-Governmental Agencies
The Chinese Smart Schools
This project plans to promote ICT literacy for teachers and students in over 100 of Malaysia’s Chinese stream primary schools, through the establishment of computer laboratories and the promotion of ICT integration.
Private Smart Schools
In recognition of ICT as the way forward, private schools have begun adopting and adapting the Smart School concept, incorporating multimedia technology, worldwide networking and other ICT applications into the education.
http://www.comminit.com/en/node/148397/307
ICT in France Education System
ICT is not a separate aspect of France Education System. It is a integrated aspect of France Education Curriculum. Teacher & Student also use ICT use in classroom for better learning. Students can submit their assignment through ICT.
ICT in Education
Information and Communication Technology has a high profile strategic plans and programmes at all levels of govt. and, at a curriculum, ICT is strongly emphasized in the curriculum frameworks of all states and territories, most often as a cross-curricular focus. There has already been very significant progress across the nation in:
Improving infrastructure to deliver ICT services;
Developing online and multimedia content resources;
Developing teachers and students skills;
Providing professional development to assist the integration of ICT into teaching and learning practices; and
Working across agencies at all levels of govt. to ensure the development of a policy and regulatory framework that supports the uptake of ICT in education and traning.
ICT in education
Sweden reflects its commitment to creating an "Information Society for All" through its extraordinarily high level of IT education and training
Sweden's school systems have a 96% access rate to the internet.
IT Studies on the increase: Students in Technology field increased by 42% between 1995 and 2000.
The number of women studying IT doubled between 1995 and 2000.
4,076 IT graduates out of a total of 39,177 graduates (approx 10%).
Use of ICT in Education
IT supported higher education distance courses are offered by various higher education institutions in Sweden.
Compiling a data bank of exam questions.
Online inspection and correction of students’ work on their computers.
ICT is widely used in Classroom and self teaching.
ICT as a Subject
Student learn and gain skill on ICT by the subject Technology in compulsory level & upper secondary level.
Different types of IT courses are available in the Universities and also in Adult school.
ICT applications for education are also made for classroom management, timetabling, activity planning, personnel administration, and communications with parents. In Singapore, the Ministry of Education keeps a repository of teaching and learning resources for sharing among schools.
E-learning encompasses learning enhanced and delivered by ICT. ICT for delivering learning is very similar to ICT for e-commerce or e-business. E-learning may imply self-study, instructor-led events or small group collaboration. Software for e-learning includes:
VOIP Products (e.g., CUSeeMe(TM), Picturetel(TM))
Learning Portals (e.g.,PeopleSoft Campus Portal(TM))
Personal Collaboration Tools (e.g., MS-Messenger(TM))
The first generation of e-learning systems included only authoring tools. The second generation included classroom management systems, along with lesson content management systems. Together, the came to be known as Learning Management Systems (LMS). Third generation systems introduced real-time virtual classrooms..
Integrated Virtual Learning Environment, or IVLE, is a learning management system used in the National University of Singapore. IVLE offers a wide range of features such as discussion forums, chat rooms, class group setups, bookmarks, calendars, work-bins and project tools. Lectures at NUS use IVLE tools to communicate with students and manage course material.
http://wiki.nus.edu.sg/display/ICTSGedu/Singapore%27s+education+with+ICT
