Export of Education from New Zealand to Bangladesh: Issues and Opportunities/EXPORTATION DE L'EDUCATION DE LA NOUVELLE-ZELANDE VERS LE BANGLADESH: ENJEUX ET OPPORTUNITES
Bibliographic record
Abstract
Abstract: internationalisation of education is the key to the globalisation of knowledge for the development of human societies that incorporate equal opportunities. gap between the developed and developing societies in terms of knowledge and technological know-how can be minimised by opening up education at every level by the advanced societies for the not-so-advanced nations. This paper identifies the opportunities created by the internationalisation of New Zealand education and raises relevant issues for further development for countries like Bangladesh, a poor country. paper concludes that Bangladesh, having traditional aspirations towards educational excellence and yet is unable to provide adequate facilities due to resource constraint will benefit from destinations such as New Zealand for world class education. Key words: International education; Export; Opportunities; New Zealand; Bangladesh Resume: L'internationalisation de l'education est la cle de la mondialisation des connaissances pour le developpement des societes humaines qui integrent l'egalite des chances. L'ecart entre des pays developpes et des societes en voie de developpement en termes de connaissances et de savoir-faire technologique peut etre minimise en offrant l'education a tous les niveaux par les societes avancees pour les societes moins avancees. Cet article identifie les opportunites crees par l'internationalisation de l'education de la Nouvelle-Zelande et souleve des questions pertinentes pour le developpement ulterieur pour des pays comme le Bangladesh, un pays pauvre. L'article conclut que le Bangladesh, ayant des aspirations traditionnelles envers une bonne education et n'etant pas capable de fournir des installations adequates en raison de contraintes liees aux ressources, beneficiera des pays de destination comme la Nouvelle-Zelande, pour avoir une education de classe mondiale. Mots-Cles: education internationale; exportation; opportunites; Nouvelle-Z elande; Bangladesh 1. INTRODUCTION Bangladesh is a South Asian country with a total estimated population of 144.5 million located at 20.34-26.39 north latitude and 88.00-92.41 east longitude with an area of 147,570 sq. km (BBS 2009). It is bounded by India from the north, east and west and by the Bay of Bengal and Myanmar in the south. Bangladesh emerged as an independent country after the war of independence in 1971 which involved the sacrifice of more than 3 million lives and the destruction of almost all infrastructure in the country including education. To achieve a socio-economic transformation and a knowledge-rich society, education has to play a significant role and thus the importance of education as the prime ingrethent of human resource development is recognized and given special value by public and the private sector institutions in Bangladesh. This paper identifies the opportunities created by the internationalization of New Zealand education and raises relevant issues for fostering development for countries like Bangladesh, a poor country. paper concludes that Bangladesh, having traditional aspirations towards educational excellence and yet is unable to provide adequate facilities due to resource constraint will benefit from destinations such as New Zealand for world class education. We will give an overview of Bangladesh education in section 2 followed by historical perspective in section 3. After that we will discuss the education structure in section 4 and New Zealand as a study destination issues in section 5. key issues which needs to be addressed will be discussed in section 6 followed by conclusion in final section. 2. AN OVERVIEW OF BANGLADESH EDUCATION SECTOR According to law of the land, each citizen of Bangladesh has equal right to access in education of the country. constitution of Bangladesh Article 17 requires that: The State shall adopt effective measures for the purpose offa) establishing a uniform, mass-oriented and universal system of education and extending free and compulsory education to all children to such stage as may be determined by law; (b) relating education to the needs of society and producing properly trained and motivated citizens to serve those needs; (c) removing illiteracy within such time as may be determined by law. …
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.003 | 0.002 |
| Scholarly communication | 0.004 | 0.003 |
| Open science | 0.000 | 0.003 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.022 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".