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Socio Economics OF Bangladesh

"Bangladesh is the basket case of the world". These are the words of the
former United State's Secretary of the State Dr. Henry Kissinger in 1972 to
describe one of the poorest countries of the world. Battered by relentless cycles
of floods, droughts, cyclones, famines and other natural disasters, the world's
most crowded nation remains till today well below the line of poverty and
consequently, its people remain largely illiterate. "Education is an important
form of human capital that is essential for improving productivity and
furthering economic growth". In addition that, Bangladesh is the key to
achieving high rates of economic growth and at the same time ensuring that the
fruits of economic growth are equitably shared by her population lies in
development and utilization of her human resources, the only resource
Bangladesh has in abundance. We are completing our assignment in two
sectors. These are,

1. Health sector in the social economy

2. Education sector in the social economy

Education Sector in Bangladesh:


In Bangladesh, the key to achieving high rates of economic growth and at the
same time ensuring that the fruits of economic growth are equitably shared by
her population lies in development and utilization of her human resources, the
only resource of Bangladesh has in abundance. Education therefore has been
recognized as a priority sector by all governments since her independence. What
follows is a brief review of the education sector in Bangladesh as at present with
a view to identifying key issues that need to be addressed, presented in Section
2. Moreover, Section 3 highlights the key issues as identified by the Task Force.
And Section 4 presents a set of policy recommendations put forward by the
Task Force for implementation during the five year term of the next elected
Government.

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The review has been organized as follows. After introducing the overall
structure of the education system in Bangladesh profiles of the individual
components of the education sector have been drawn focusing on their
respective size, overall performance, and the constraints faced with a view to
finding ways and means for relaxing the same. In drawing the above profiles
official data sources have primarily been used, supplemented where necessary
by other sources. Specifically, the education sector of Bangladesh is situated on
the position of i) Structure, ii) Management and iii) Budgeting.
Features of Education:
1. Access of the study level (Primary, Secondary and Tertiary): In a
world of global market competition, the level of access on the study has
become part of basic education that should be universally available. In
Bangladesh, as most primary, secondary and tertiary level is belong to the
private sector operating generally on commercial considerations, while
prosperous regions experience a proliferation of such schools, many poor
regions remain totally un-served by any secondary school that acts as an
effective barrier to access of children to secondary education. Therefore,
key issue is how to significantly improve access of children to various
level of study or educational system, and at the same time remove all
existing gender disparities at different levels of education.

2. Relevance of the study level (Primary, Secondary and Tertiary):


Although by effecting necessary reforms in the
curriculum of primary education, it was
possible to widen the scope for primary
education to play an increasingly important
role in the national economy, failure to
significantly improve its quality has
contributed little to enhance its relevance.
Both in adequately preparing the students for

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higher education, and for meeting the
manpower needs of the economy, level of
education in Bangladesh could hardly play an
effective role. In the absence of any linkage
between public institutions and the job market,
education imparted at public institutions had
little relevance to the needs of the economy.
Private institutions on the other hand
responded only to market signals, relevant to
the economy in the short run, and neglected
long term interests of the economy.
3. Equity of the educational environments: The
problem of equity of the educational
environments is worse compared to
educational environments. Tuition fees and
other costs of education including considerable
opportunity
costs serve as effective barriers to access for
children, female students from poorer or
households.
Moreover, at this level of education, the social
divide also gets prominently displayed. An elite
mostly English medium system that functions
with a degree of efficiency, and a mass system
considered largely dysfunctional are observed
to coexist.
4. Quality of the education and students: Quality of the education
as reflected by performance of students at public examinations

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can hardly be called satisfactory. In 2008, nearly two thirds of
all students who sat for the S.S.C. Examination passed. Quality
is a serious problem in tertiary education even at schools,
colleges and universities (both public and private). The
University Grants Commission (UGC) has miserably failed in
discharging its role as a guardian of public universities, and as
a promoter of quality. It has also failed to institute a self-
regulatory accreditation system for private universities.
5. Efficiency of the teachers: Efficiency of the teachers with drop
out rates at 12.61 percent and 14.22 percent at junior
secondary and secondary levels respectively in 2001, and
failure rate at 23 percent at S.S.C. Examination, one can
definitely raise questions about efficiency of our secondary
education system. Long session jams, a characteristic feature of
public universities, is a clear indicator of inefficient
management of public universities of Bangladesh.
6. Vocational and Technical Education System: Vocational and
Technical Education System is like that educational system
which has the scope and access education need to be much
wider. Most critical vocational preparation in today's
globalized economy is grounding in science, mathematics, and
language skills offered through sound general secondary
education. Those who do not go for primary, secondary and
tertiary education or drop out-a large number- need to have
access to flexible and market responsive skill development
opportunities. Public -private partnerships are especially
important for this purpose. For older adolescents without basic
education-again a large number- a second chance that

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combines general education and skill formation need to
provide.
7. Non–formal and continuing Non–formal
Education System:
and continuing Education System is like that
with large non-participation and drop-out in
primary, secondary and tertiary education and
an overall low literacy level of the people,
there is a huge need for non-formal and
continuing education. Supported by large
external funding, a vigorous movement has
already been launched by the government in
this particular area of literacy and post literacy
education in the form of Total Literacy
Movement (TLM) and other Non Formal
Education (EFE) programs. Unfortunately,
however, a total neglect of effective
performance standards, quality criteria, inept
management and large scale corruption
combined with official declarations of increase
in literacy every other month have turned
these efforts into a meaningless farce and a
source of huge waste of public resources. A
proper literacy and continuing education
program-the foundation of life-long learning-
with enforceable quality criteria and
performance standards is very much needed.
Status of Education:
Status of education is taken from the primary and secondary data
basically. But, in our country, status of education is look like a very

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bad position. Because of, the politics, non-efficient utilization
resources, decentralization, default management capacity, linkage
between education and society and as many on as we know and try
to find out. All the sources and status of education is moveable day
by day in the competitively world with increasing and decreasing
too. That’s why; status of education is the principle educative data
for any country, which is express the position of education level or
sector. Moreover, how to develop that sector, where is the fault or
lack to that sector and so many on.
Number of Institutions, Students and Teachers are tabulated for
previous few years as follows:

Number of Institutions Enrolment Number of Teachers

Junior Higher Junior Higher Junior Higher


Year Secondary Secondary Secondary
Secondary Secondary Secondary Secondary Secondary Secondary

1995 2349 9663 603 494692 4620759 193796 15109 124950 10638

1996 2554 9901 733 594510 5021390 226947 18118 136560 12932

1997 3070 10776 901 632211 5492114 253846 19309 137768 15913

1998 3517 10776 1130 740668 5503114 255817 21884 138293 19963

1999 3024 12269 1316 698504 6681212 327414 19885 155712 23819

2000 2846 12614 1422 616094 6620845 347986 17803 156094 2463

2001 2846 12614 1422 620254 6704857 350676 18042 157722 24699

Total 20206 78613 7527 4396933 40644291 1956482 130150 1007099 110427

Problems of the Education:


Problems of the education in Bangladesh are known as everyone
with regularly. But we can not try to move that problems, if we try
to move and improve or develop this problem with the government

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then the problem will be solved in a day obviously. That’s why; we
trying to find out some problems of the educational system in
Bangladesh as follows,
i. Mobilization of additional resources and ensuring their efficient
utilization:
The education sector in Bangladesh, at present, is seriously under-
resourced lacking the threshold of per capita expenditure needed at
different levels to maintain a minimum acceptable standard of
performance, resulting in wastage of most of what is spent now. At
the same time systemic measures are needed that would create
conditions for cost-effective use of resources.
Therefore the Task Force, strongly recommends
enhancement of allocation of public resources to
education sector by reducing /capping at current
level (in absolute terms) expenditure on
unproductive sectors, such that its share gets
gradually raised to GDP from its current level
around some percent, by the end of the yearly
term. Revenue thus saved, and additional revenue
mobilized through imposition of a new tax called
Education Tax; and enhancement of tuition fees at
all pubic educational institutions, with generous
provision of scholarships for meritorious needy
students, would surely contribute to mobilization
of additional resources for the education sector.
ii. Decentralization:
Although Bangladesh has in the recent past
experienced considerable administrative
decentralization in the arena of various level of
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education (many important decisions are now
taken at the various level), whose are primarily
responsible for delivery of the education services
at the school level to higher level, enjoy very
limited power and authority. It is extremely
important that the school, college and university
authorities, particularly the Head Teacher and
Dean, are given adequate power and authority
commensurate with their responsibility. Also
important is adoption of appropriate measures
that would help transforming the educational
administrators from playing the role of a Regulator
as they are doing at present in a bureaucratic set
up, to that of a Facilitator. Management of
primary, secondary and higher education in the
public and private sector is highly centralized at
present. Instead of implementing measures of
administrative decentralization, similar to those in
primary, secondary and higher education, if the
education ministry of government sectors is given
necessary power and authority so as to enable
them discharge their responsibilities more
effectively, educational outcomes in government
levels will significantly improve or develop day by day.
iii. Improving Management Capacity:
The huge and complex education enterprise in
Bangladesh is currently being managed rather
amateurishly without recognizing the need for
professional and specialized skills in educational

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management and planning. This would in fact turn
out to be a greater handicap as and when
measures of decentralization would be
implemented. The Task Force recommends
establishment of a system of professional
development of management, planning,
administration, and supervision in education along
with needed reforms in recruitment, incentives,
human resources management, and organizational
structures to make use of professional skills in
educational management and planning.
iv. Education policy making:
The recent education policy statement announced by the
government, both in respect of the process of its formulation and its
content, is an example of how an education policy is not to be made.
It has largely been a closed and non-transparent process involving
mostly officials. It has been presented and adopted in the parliament
without much of a debate and without making the report public. Its
content has failed to address burning educational issues seriously.
Specific action proposals focus on organization and duration of
programs sand physical expansion rather than the difficult issues of
quality assurance, relevance and outcome of education, or indicating
effective measure for fulfilling the rights and entitlements of citizens
in education. The Task Force however does not recommend another
policy exercise. It suggests a pragmatic approach to solving
problems based on experience and relevant international
lessons without the fanfare of a new policy, with ample dialogue and
participation.
v. Linkage between education and society:

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Finally, with a view to grooming up the students as socially
conscious, responsible citizens of the country, the Task Force
recommends compulsory participation of all students as Volunteers
in certain national development programs for a specific period of
time during their student life. The Task Force also recommends
promotion of lifelong education for all citizens of the country by
non-formal means under an appropriate institutional arrangement.
Lastly we can say that, the Task Force recommends spread of
computer education through out the country, up to village level,
using both formal and informal education systems.

Solutions of the Education:


On the basis of experience in countries which have registered rapid progress in
education and national development as well as independent studies and analysis,
the Task Force recommends the following key measures to address the nexus of
access, equity, and quality at different levels of education, and also for
enhancing the relevance of education, and efficiency of the delivery mechanism.
For that reason, the educational system is not appropriate for our students. The
solutions of the education is given below as follows,
a) Partnerships:
Although it is government that is ultimately responsible for
provision of basic education for all, involvement and active
participation of all stake holders including parents, communities,
private sector, businesses, NGOs, religious bodies will surely
contribute to effective functioning of a nation wide learning
network, besides generating additional resources for the education
sector. A comprehensive approach towards building partnerships,

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recognizing all potentials for contribution and participation,
therefore need to be properly articulated.
Towards that end, the Task Force recommends
reintroduction of exemptions for educational
expenditures from personal income tax liability,
and also for donations, personal and institutional,
to education sector.
b) A Unified-not necessarily uniform-system of basic and educational
system:
The three-way division of general schools, colleges, universities and
madrashah also other institutions elite English medium institutions
need to be unified into a common system. This common system
comprising different types of schools under different sponsorships
has to ensure that a set of core knowledge and competencies are
acquired by all learners in primary and secondary education. This
would require a core curriculum and common core of standards
regarding teaching and learning, and assessment of learner
achievement- not the elimination of diversity in provisions for
schooling, or control of all schools by the government. There is also
a need for increasing contact hours particularly at primary to
higher level. The Task Force also recommends introduction of a
unified science based education at secondary level in place of early
specialization practiced at present.
c) Curriculum and learning materials:
In line with the principles of decentralization and partnership, the
current centralized, "statist", control oriented, system in respect of
curricula and text books must change. The task of the curriculum
authorities should be to define core curricula, allowing schools and
local authorities to supplement the core. The curriculum bodies
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should also work with teacher training institutions and other parts
of the education system to improve skills for implementing curricula
in class rooms and assessing student achievements. In order to avoid
the recurring fiasco and associated corruption in providing text
books and learning materials, the private sector should be allowed
to prepare and produce text books and other materials- with
curriculum bodies remaining responsible for general approval of
text books and watching compliance with the objectives of the core
curricula.

d) Teachers:
Teachers are at the core of quality improvement in
education. They need to meet professional
standards, have ample opportunities for
continuous professional development, and must
receive a living wage. In turn, teachers must be
accountable for their performance, which should
be subjected to professional and public
assessment, and which is eventually reflected in
their pupil's achievement. Recruitment of teachers
in government primary and secondary schools
through competitive examinations conducted by
respective Directorates ensures reasonable
standards in quality of teachers. Imposition of a
quota for recruitment of female teachers, 60
percent at present, has improved the participation
of women (37.68 percent in 2005) in teaching at
primary level. Most of the primary teachers have

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already received training. On the basis of the
above findings, the Task Force recommends
setting up of a Service Commission for recruitment
of secondary school teachers; imposition of an
appropriate quota for recruitment of female
teachers; special incentives for teachers with
major in English/ Mathematics, Physics and
Chemistry ; recruitment of only those who did
major in Physics, Chemistry and Mathematics as
Science teachers; expansion of training facilities
for secondary school and Madrashah teachers;
appropriate amendment of University Acts;
improved facilities for research ; and academic
supervision of universities, both public and
private, by the UGC.

e) Assessment of learning:
The circus that goes on in the name of public examinations has
made Bangladesh a laughing stock of the world. The infiltration of
the worst forms of self-seeking and corrupt politics into education is
the main cause of failure to control this rot in the educational
system. Teachers and their professional organizations imbued with a
sense of professional and moral responsibility, the local civil
administration, and the parents need to work together to restore the
integrity of examinations.
There is also a need for improving technical and professional
competence and skills in the examination bodies such as the
Education Boards and the National University. Considering the
sharp increase in the number of examinees there is a need for setting
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up a few more education boards, and decentralization of the
national university. Finally, the Task Force recommends
development of an institutional mechanism for learning assessment
similar to SAT.

f) De–politicization of education:
The education system is in a vicious strangling hold of corrupt and
partisan politics. All reform and development efforts, however
sensible and well intentioned are thwarted by politics. The influence
of corrupt politics is manifested in pervasive corruption in all
aspects of education and in the most cynical use of students and
teachers by political parties in their political struggle. No part of
education is exempt from the corrupting influence of politics--
recruitment and management of personnel, production and supply
of text books, public examinations, subventions to non-government
institutions, construction and maintenance of schools, distribution of
food-for-education, and stipends for poor students-are all fraught
with all forms of corruption imaginable including bribery, stealing,
influence-peddling, falsifying records, rampant cheating in
examinations, appointing and promoting unqualified personnel,
phantom schools and teachers in government budget and so on. The
use of students and teachers directly in partisan power struggle
including rising of armed cadres, and their involvement in violence
including murders, terrorism, extortion, robbery, and other crimes
worthy of any notorious crime syndicate has become the norm
practiced by all major political parties. Theoretical and
philosophical arguments about students' democratic rights to
participate in politics and the political parties' right to organize
student supporters are irrelevant in the face of the national crisis

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that has arisen. It is the height of irony if not hypocrisy to condone
the current brand of political activism of students in the name of
their democratic rights. Extraordinary situations demand
extraordinary measures. The most important education reform
measure would be to institute a moratorium on students' active
involvement in national politics. This would require persuading
political parties to agree on a moratorium on sponsorship of party-
backed student fronts and to cease by common agreement the
involvement of students and teachers in partisan politics for a
decade. This single step would help create the condition for effective
of other re forms in education.

Health Sector in Bangladesh:


In Bangladesh, the key to achieving high rates of economic growth
and at the same time ensuring that the fruits of economic growth are
equitably shared by her population lies in development and
utilization of her human resources, the only resource Bangladesh
has in abundance. One of the more unfortunate consequences of the
well-documented decline of Bangladeshi's economy over a period of
two decades was that it led to deteriorated health conditions for a
large part of the population. This was a result of many factors,
primarily lower per capita income levels, the drop in educational
levels, and the reduced capacity in the health sector to service the
needs of the population. A health strategy has to be based on a
determination of which are the leading health problems in the
population, and what are the principal requirements to make the
health care delivery system more effective.
Since independence more than 30 years ago, the Government of
Bangladesh has invested substantially in the institutionalization and
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strengthening of health and family planning services, with special
attention to rural areas.
Features of the Health sector:
1.To achieve an appropriate balance between the public and
private sectors in financing and provision of services.

2.Decentralization of management through devolution of


authority.

3.Deliver an Essential Services Package to the whole


population with the aim of maximizing health benefits,
relative to per capita expenditures. This is expected to meet
the felt needs of the clients, strengthen service delivery, and
improve system management.

4.Service delivery mechanism should be unified, restructured


and decentralized, both at the Thana and hospitals.

5.Other services, particularly hospital-level, are proposed to be


provided through partnerships with or commissioning of
services to NGOs and private not-for-profit hospitals. The
public sector hospital services delivery will be improved
through installing greater autonomy of management, local
level accountability, cost-recovery, fee retention and
utilization, and a drug revolving fund.

6.Integrated support systems should be strengthened.

7. Introducing a sector wide approach to manage the health


sector, rather than having a series of projects with their own
funding, management, implementation and reporting
arrangements.

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8.In view of the potential resource gap between the sectored
resource envelope and projected sectored expenditures,
increased reliance on cost recovery for public sector services
will be considered.

9.Health insurance coverage in urban Bangladesh is proposed


to be increased through development of a health insurance
scheme for government employees and for employees of
state-owned enterprises.

10. At the centre, health will be more integrated and


decentralization taken to lower levels.

11. Hospital level services be focused and improved.

12. Policy and regulatory framework be strengthened.


Existing policies will be reviewed and revised for improving
accessibility, affordability and quality of services and for
further improvements in affordability, quality and safety of
drugs and rational use of drugs. New policies on public and
private sectored mix and financing of services will be
developed.

Status (Data) of the Health sector:


The total population of Bangladesh is about 140 million. The annual
population growth rate has declined from 2.33 percent in 1981 to
2.15 percent in 1991 and further declined to 1.50 percent in 2002
(SVRS/2002). Similar declining trends are seen over the period of
1981-2002 for the crude birth rate (34.4 to 20.9), crude death rate
(11.5 to 5.9) and total fertility rate (5.24 to 3.0) (SVRS/2002).

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Source: Bangladesh Bureau of Statistics, SVRS 2002

Source: BDHS 2004


In Bangladesh, 38 percent of population was under 15 years, 55
percent in the age group of 15-59 years and 7 percent in the age
group of 60 years and above (BDHS 2004).

Source: BDHS 2004

Problems of the Health sector:


1. The Drug Policy will not be liberalized and improved in
keeping with the Health Policy to fulfill the overall needs for
health services. There is need to ensure smooth availability of
essential medicines focusing on the current needs for such
medicines and their efficacy, including their affordability by all
people.
2. The basic principles for not ensuring quality standards in
health care at various health centers will not be adhered to.
Standard quality assurance guidelines including monitoring
and evaluation mechanism will be not provided to every health
centre.
3. Epidemiological surveillance system will not be integrated with
the disease control programs. A specific institution will not be
entrusted with the responsibility of such surveillance.
4. The community and the local government will not be
integrated with the health service system at all levels.
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5. As PHC is the universally recognized methodology to provide
health services, this will not be adopted as the major
component of the National Health Policy in order to ensure
delivery of cost-effective health services.
6. Various professional organizations such as BMA, BPMPA,
BNA, will not be integrated with the country’s health service
system.
7. Need based medical education and training will not be made
that are not people-oriented and updated. Arrangements will
not be made to institutionalize the management and
administrative training for not improving the management
capabilities of the doctors.
8. To ensure efficient hospital services the management of
medical colleges/ institutions and related hospitals will not be
improved with increased levels of financial and administrative
delegation.
9. Regular training such as reorientation, continuing medical
education, and administrative and management courses will
not be imparted to all staffs both in the public and private
sector. In order to create the required facilities for offering
such training, a National Training Institute will be established.
10. Nutrition and health education will not be emphasized, as
they are the major driving forces of health and FP activities.
There will be one - nutrition and one health education unit in
each Upazila, so that they can reach every village.
11. Information on health education will not be disseminated
to the people through incorporating the community leaders
and other departments/organizations of the government in the
health system. One of the goals of the health care system will
be to improve the nutrition status of the people.

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12. The public hospitals and clinics will charge a maximum
user fee keeping safety net for the poor and disabled for not
free care.
13. NGOs and Private Sectors will not be encouraged to
perform a complementary role to the public sector in the light
of the governmental rules and policies.
14. Infrastructure and transportation system will not be
developed to minimize the disparity in access to health services
between rural and urban areas.
15. Intersect oral coordination and utilizing resources of the
concerned sectors will not strengthen linkages.
16. All development of the sector will not be conducted
through a sector-wide management system.
17. An appropriate implementation of the Health Policy does
not reach mass-scale consensus and commitment that will
facilitate socio-economic, social and political development.

Solutions of the Health sector:

In keeping with the purported goals, objectives and principles


following strategies will be adopted:

1.An MBBS-doctor will be deployed in each UHFWC aid these


facilities will be equipped with residence facilities for doctors.
2.Prevention of diseases and health promotion will be
emphasized to achieve the basic objective of “Health for All”.
The Health Policy focuses on provision of the best possible
health facilities to as many people as possible using cost-
effective methods, and will thus ensure effective application of
the available curative and rehabilitative services.

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3.Health Services Reforms Body will be formed based on the
HPSS aiming at meeting the current demand. The role of this
body includes: reforms in infrastructure, acquisition of HR,
inspection of supplies and logistics, and improve management.
4.An appropriate and need-based approach to develop HRD will
be designed in order to maximize the utilization of the
knowledge and skills of health-related personnel. A number of
positions will be created with an appropriate career planning
system, which will be formulated and implemented.
Appropriate training will be provided.
5.An integrated Management Information System (MIS) and a
computerized communication system will installed
countrywide, to facilitate implementation, action planning and
monitoring. The existing MIS will be further strengthened with
skilled and efficient people. Extensive, but appropriate,
training will be arranged for them to maintain the system. The
number of people working in this system will be increased and
their skill enhanced.

6.The BMDC and the BNC will be restructured and


strengthened in order to ensure strict supervision of
professionals’ registration and their quality of skills and
related ethical issues. With a view to maintain the required
quality standards of performance, education and training of
the pharmacists, medical technologists and other paramedics,
the Pharmacy Council and the State Medical Faculty will be
restructured and organized.

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7.Arrangements will be made to pay non-practicing allowances
to those doctors/trainee doctors who act as full-time and
resident doctors thus refrain themselves from private medical
practices. Those want to practice within the public facilities
will be allowed to do so only under a clear policy.
8.Accountability of all concerned in the health system will be
ensured. An adequate procedure will soon be designed to
strengthen accountability and ensure quick and strict legal
disposal of cases relating to negligence of duties.
9.A National Health and Population Council formed under the
leadership of the Head of the Government will provide support
and advice on the implementation of the Health Policy and will
ensure effectiveness and accountability of health system. The
local and regional councils will monitor health activities in
their respective areas.
10. Research on various management styles and their
effectiveness, clinical services, approach to diagnoses, social
and behavioral aspects, epidemiology etc. will encouraged
Information dissemination system will be strengthened,
especially involving the private organizations with an aim to
reach grass-root level. An effective referral system will be
designed and installed and its usage will be strictly supervised
so to improve efficiency.
11. The goal of the Policy will be to provide client-center
health and reproductive health services, so that an individual
have the opportunity to select services as per need and choice.
This approach of service delivery will be an important strategy
of the National Health Policy and will contribute to reduce
unwanted pregnancies.

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12. Government allocation of expenditure budget may be
distributed from district to community level within reasonable
flexibility. This redistribution of expenditure budget will
provide increased benefits to the poor and destitute
communities. This will optimize the expenses and accessibility
to services will be easy.
13. Alternative health care services, such as Ayurvedic,
Unani and Homeopathic practices will be incorporated into the
National Policy. Encouragement will be given to the principle
of making these three disciplines to be more scientific.
14. The arrangement for delivery of ESP among the people
from a one-stop centre will be considered the appropriate
strategy for provision of PHC. This will be introduced
throughout the country. For this, well-planned and useful
training will be imparted to the UHCs.
15. Necessary steps will be taken to maintain quality
standards of the marketed medicines and raw materials used
therein, and to rationalize the usage of medicines. In this line,
the required number of skilled manpower will be acquired in
the drug administration of the country.
16. Duplication of activities from different projects,
programs and activities will be avoided. To this end a policy-
planning cell will be established in the MOHFW through
which effective and sustainable coordination will be ensured.
17. The Health Policy will ensure distribution of birth control
supplies and make improvements in the management of the
domestic sources of the same, including encouragement of the
domestic entrepreneurs for production of such commodities.

Conclusion:

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From the above discussion we can say that, those sectors are so
much important for our country. But in Bangladesh, these sectors
are so risky and undeveloped. For that reason, these sectors should
be improved. The government as well as private entrepreneurship
should come to develop in these sectors and should invest more in
both sectors to ensure development.

References:

a) Ministry of Education
b) Ministry of Health
c) Bangladesh Bureau of Statistics
d) Director General of Health Services
e) Bangladesh Demographic and Health Survey
f) National Nutrition Program
g) World Health Report
h) Bangladesh Health Care System

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