Institutional Policies and Strategies

Accessibility in the context of Open Educational Resources (OERs) refers to the design and distribution of educational materials in such a way that they are usable by all people, including those with disabilities. This means ensuring that OERs can be accessed, understood, and interacted with by individuals with a wide range of hearing, movement, sight, and cognitive abilities. The importance of accessibility in educational resources cannot be overstated, as it is crucial for ensuring equal educational opportunities for all learners.

This White Paper defines the best practices for ensuring accessibility in OERs in Bangladesh.

In the context of OERs, educational resources are created within an open environment, allowing for their enhancement through the collective efforts of a diverse community of educators. Consequently, this collaborative process fosters pedagogical advancements and the emergence of novel and successful teaching methodologies. Additionally, it affords learners and educators the ability to become acquainted with extensive knowledge that has not previously been incorporated into educational contexts. OERs also enhance the accessibility of superior learning materials by sharing the expenses associated with content development across a vast number of users. OERs possess the potential to enable novel approaches to teaching and learning through the provision of opportunities for the modification and assembly of open resources in distinctive ways.

This paper provides a thorough investigation into the current status of OERs in India. This study explores current initiatives and the transformative possibilities of OERs within the Indian setting. It also examines the influence and significance of OERs across diverse educational sectors, with the objective of highlighting the transformative role of OERs in the advancement of learning and instruction in India.

Bangladesh is a small Asian country that is progressively implementing inclusive education. Inclusive education means having an equal education provided to disabled children in every institution in Bangladesh. For whatever reason, no organisation can exclude the enrolment of any disabled student (ILO, 2013). According to the 2012 Pre-Primary Education Expansion Project, inclusive education involves having an acceptable education program that recognises and promotes the diversity of children (DPE, 2012). Although there have been overall advances in education achievement worldwide, disabled children are still among the most excluded groups. They are less likely to be involved in and pursue their education relative to those without impairments (WHO, 2011). Bangladesh has to about 40 million heterogeneous learners, who are provided with a huge and intricate education system (ADB, 2018). Education resources remain accessible through traditional and experiential learning modes offered and complemented by the government as well as non-profit communities. In a region where the prevalence of disability is 9.1 percent, social inclusion and equality for disabled children are becoming increasingly important in academic planning and strategies (UNESCAP, 2019). Due to active groups and a robust development structure, the government’s view, and practices on disability inclusion in services such as education are transforming. Current legislation and rules include significant measures to support Bangladesh’s initiatives to maintain that disabled students are educated in inclusive environments. This article aims to provide a comprehensive summary of Bangladesh’s inclusive education policies and practices.

A white paper describing the current state of accessibility in higher education in India. It covers the history of inclusive education, and reviews relevant articles on accessibility in India.

A Comprehensive Analysis of Current Policies and their Impact in Bangladesh – A Jahangirnagar Viewpoint

This White Paper covers:

• a review of existing policies
• inclusive education for children with special needs
• accessible textbooks and learning materials
• teacher training programs
• Best practice in BD Educational institutions,
• NGO Policies
• Key challenges
• Researcher reviews of policies
• Recommendations

This report compiles existing constitutional provisions, laws, public policies, and programs that have a bearing on the importance of inclusive education in India, emphasizing the need to provide equal opportunities for all children, including those with special needs, to equally learn and participate in the educational system.

The discussions following are broadly divided into three sections: policies developed by the Government of India, policies developed by non-governmental organisations and a review of research on inclusive education.

This report systematically gathers and analyses the various constitutional provisions, laws, public policies, and programs in Bangladesh that significantly impact the realm of inclusive education. The emphasis is on ensuring equal opportunities for all children, particularly those with special needs, and facilitating their equal participation and learning within the educational system.

The analysis is organised into three distinct sections for clarity and depth. The first section delves into the policies developed by the government of Bangladesh. This includes a review of constitutional mandates, legislative acts, and governmental initiatives that underpin the framework for inclusive education. The second section shifts focus to the contributions of non-governmental organisations (NGOs) in promoting inclusive education. This part of the report examines the various programs, initiatives, and advocacy efforts undertaken by NGOs to enhance inclusivity in the educational sector of Bangladesh. Finally, the third section presents a comprehensive review of the research on inclusive education in Bangladesh. This includes academic studies, field research, and policy analyses that offer insights into the effectiveness, challenges, and progress of inclusive education in the country. This section aims to provide a scholarly perspective, highlighting areas of success and those requiring further attention and improvement.

This white paper contains summaries of the following policy implementations:

• Inclusive Education Policies in India - Introduction
• Kothari Commission (1964) 
• Integrated Education of Disabled Children Scheme (1974)
• National Policy on Education (NPE) (1986)
• The Project for Integrated Education for the Disabled (1987) 
• Rehabilitation Council of India Act (1992)
• The Persons with Disabilities Act (1995) 
• National Trust for Welfare of Persons with Autism, Cerebral Palsy, Learning Disabilities and Multiple Disabilities Act (1999) 
• The Sarva Shiksha Abhiyan (2000) 
• The Right to Education Act (2005) 
• Inclusion in Education of Children and Youth with Disabilities (IECYD) (2005) 
• National Policy for People with Disabilities (2006)
• The Inclusive Education of the Disabled at Secondary Stage (2009-10) 
• National Policy for Children (2013) 
• Rights of Persons with Disabilities Act (2016) 
• Samagra Shiksha Abhiyan (2018) 
• New National Education Policy (2020) 

The future of accessibility and inclusion in Higher Education Institutions (HEIs) in Bangladesh demands a strategic and comprehensive approach to address the unique challenges and to capitalise on the opportunities within the Bangladeshi context. The evolution of HEIs is crucial for national development, economic growth, and the enhancement of the country's global standing in education, innovation, and research. Here, we outline the necessary steps and recommendations for moving forward:

I. Improving Quality and Accreditaion

II. Enhancing Accessibility and Equality 

III. Advancing Research and Innovaion 

IV. Faculty Development

V. Improving Industry-Academia Collaboraion

VI. Interna􀆟onalizaion of Education

VII. Adopting Digital Transformation 

VII. Financial Assistance 

Conclusion

The future of Higher Education Institutions (HEIs) in India necessitates a comprehensive plan that addresses both challenges and distinct requirements unique to the Indian education system. The following are the recommended steps that should be implemented:

• Improving Quality and Accreditation: 
• Enhancing Accessibility and Equality:
• Advancing Research and Innovation:
• Faculty Development:
• Improving Industry-Academia Collaboration: 
• Internationalisation of Education:
• Adopting Digital Transformation: 
• Financial Assistance: