Готові списки джерел за темами / Environmental education Bangladesh

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Добірка наукової літератури з теми "Environmental education Bangladesh"

Автор: Grafiati

Опубліковано: 10 грудня 2022

Оновлено: 28 січня 2023

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Статті в журналах з теми "Environmental education Bangladesh"

Mohammad, Noor. "Environmental studies in higher education in Bangladesh: a case study." International Journal of Academic Research 6, no. 2 (March 30, 2014): 274–81. http://dx.doi.org/10.7813/2075-4124.2014/6-2/b.41.

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Majumder, Abul Kashem, and S. M. Shafiqul Islam. "Socioeconomic and environmental determinants of child survival in Bangladesh." Journal of Biosocial Science 25, no. 3 (July 1993): 311–18. http://dx.doi.org/10.1017/s0021932000020654.

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SummaryDifferentials in child survival in Bangladesh have been examined using a number of socioeconomic and environmental factors on data from the 1989 Bangladesh Fertility Survey. Multivariate analysis reveals that both wife's and husband's education and household electricity show a significant positive association with child survival. The respondent's working status exerts a significant negative influence. Wife's education has a greater influence on child survival in Bangladesh than that of husband's education.

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(Babu), Kudrat-E.-Khuda. "Environmental law: global and Bangladesh context - A. Al Faruque (2017). Environmental Law: Global and Bangladesh Context. Dhaka, Bangladesh: New Warsi Book Corporation." Australian Journal of Environmental Education 35, no. 2 (February 20, 2019): 153–55. http://dx.doi.org/10.1017/aee.2019.6.

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Salequzzaman and Laura Stocker. "The context and prospects for environmental education and environmental careers in Bangladesh." International Journal of Sustainability in Higher Education 2, no. 2 (June 2001): 104–27. http://dx.doi.org/10.1108/14676370110388309.

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D'Costa, Bina. "Bangladesh in 2011." Asian Survey 52, no. 1 (January 2012): 147–56. http://dx.doi.org/10.1525/as.2012.52.1.147.

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Abstract Bangladesh has achieved some impressive social and developmental goals in its health and education sectors. It has also effectively dealt with the adversities caused by the downturn of the global economy, and focused on strengthening its military capabilities to protect its national interests. However, environmental issues, growing international scrutiny about a fair war crimes trial, human rights concerns, the India-Bangladesh border, and transit and water sharing arrangements remain key challenges.

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BUSSABONG CHAIJAROENWATANA, MD MAHBUBUL HAQUE,. "DISPLACED ROHINGYA SETTLEMENT AND SECURITY CONCERN IN BANGLADESH." Psychology and Education Journal 58, no. 2 (February 1, 2021): 1633–44. http://dx.doi.org/10.17762/pae.v58i2.2318.

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In Myanmar’s post-independence history, the Rohingya and other ethnic minorities have been in conflict with the Rangoon based central government. It is commonly alleged that the Rohingya are involved with separatist movements that threaten Myanmar’s sovereignty. The ethnic minority Rohingya were faced with sub-violent confrontation after the military took over State power and later, and most critically, they became de jure stateless in Myanmar. The situation changed dramatically after the 2012 Buddhist-Muslim communal riots. Lastly, the quasi-civilian government launched ‘operation clearance’ against Rohingya civilians using the pretext of terrorist attacks on August, 2017. Since that operation, nearly a million terrorized Rohingya people crossed the border and sought shelter in Bangladesh. Almost three years on, after escaping the violence of the military in Myanmar, the refugees still live in uncertainty. This paper examines the conditions of displaced Rohingya living in different camps in Bangladesh and the extent that the Rohingya pose a security risk for host country. The Government of Bangladesh and international humanitarian agencies have been successfully handling the refugee exodus. But despite progress, it is clear that the Rohingya remain in a precarious situation. After intensive field work, it is concluded that a small minority refugees are involved with anti-social activities in Bangladesh whereas the large majority of Rohingya is innocent. Nevertheless, the refugees’ long presence in border areas of Bangladesh is creating socio-economic pressure and environmental hazards on Bangladesh’s limited resources.

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Hossain, Md Belal, and Md Hasinur Rahaman Khan. "Role of parental education in reduction of prevalence of childhood undernutrition in Bangladesh." Public Health Nutrition 21, no. 10 (February 19, 2018): 1845–54. http://dx.doi.org/10.1017/s1368980018000162.

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AbstractObjectiveDespite progress, levels of malnutrition among children in Bangladesh are among the highest in the world and this is one of the major causes of death in children. The pace of reduction in the prevalence of undernutrition among children is still relatively low. The present study aimed to examine the association between parental education and childhood undernutrition among Bangladeshi children under 5 years of age when adjusting for potential risk factors.DesignThe data set was extracted from a nationally representative survey based on a cross-sectional study, the Bangladesh Demographic and Health Survey (BDHS) 2014.SettingThe base survey was conducted using a two-stage stratified sample of households. In the first stage, 600 enumeration areas (EA) were selected with probability proportional to EA size (207 EA from urban areas, 393 EA from rural areas).SubjectsA total of 7173 children under 5 years from 17 863 households were considered for the analysis. A modified Poisson regression model was implemented to the data for assessing the relationship between parental education and childhood undernutrition when demographic and socio-economic covariates for the child, parents, households and clustering were adjusted.ResultsHigher parental education level was associated with lower levels of stunting and underweight, but not with wasting. Maternal and paternal education were both significantly associated with the reduction in prevalence of childhood undernutrition in Bangladesh.ConclusionsPaternal education appears equally as important as maternal education in reducing undernutrition prevalence among children under 5 years in Bangladesh.

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Haque, Md Sazzadul, and Shafkat Sharif. "The need for an effective environmental engineering education to meet the growing environmental pollution in Bangladesh." Cleaner Engineering and Technology 4 (October 2021): 100114. http://dx.doi.org/10.1016/j.clet.2021.100114.

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Huq, Mohammed Nazmul, and Tarana Tasnim. "Maternal Education and Child Healthcare in Bangladesh." Maternal and Child Health Journal 12, no. 1 (November 15, 2007): 43–51. http://dx.doi.org/10.1007/s10995-007-0303-3.

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Swasey, Krystal K., Rajat Das Gupta, Jannatun Nayeem, and Gulam Muhammed Al Kibria. "Determinants of diabetes in Bangladesh using two approaches: an analysis of the Demographic and Health Survey 2011." Journal of Biosocial Science 52, no. 4 (October 21, 2019): 585–95. http://dx.doi.org/10.1017/s002193201900066x.

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AbstractThis cross-sectional study analysed data from the Bangladesh Demographic and Health Survey 2011 to investigate factors associated with diabetes in Bangladesh. Data were analysed using logistic and log-binomial regressions to estimate odds ratios (ORs) and prevalence ratios (PRs), respectively. Among the 7544 respondents aged ≥35 years, the estimated prevalence of diabetes was 11.0%. In the adjusted analysis, survey participants in the age group 55–64 years (adjusted PR [APR]: 1.8, 95% Confidence Interval (CI): 1.4, 2.2; adjusted OR [AOR]: 1.9, 95% CI: 1.5, 2.5) and those with at least secondary education level (APR: 1.3, 95% CI: 1.0, 1.6; AOR: 1.3, 95% CI: 1.0, 1.7) were more likely to have diabetes than those in the age group 35–44 years and those with no education. Furthermore, respondents living in Khulna (APR: 0.5, 95% CI: 0.4, 0.6; AOR: 0.4, 95% CI: 0.3, 0.6) were less likely to have diabetes than people living in Barisal. While adjusted estimates of PR and OR were similar in terms of significance of association, the magnitude of the point estimate was attenuated in PR compared with the OR. Nevertheless, the measured factors still had a significant association with diabetes in Bangladesh. The results of this study suggest that Bangladeshi adults would benefit from increased education on, and awareness of, the risk factors for diabetes. Focused public health intervention should target these high-risk populations.

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Дисертації з теми "Environmental education Bangladesh"

Pappianne, Paige. "Voices of Bangladeshi Environmental Youth Leaders: A Narrative Study." Antioch University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1557169195419225.

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Khan, Matluba. "Environment, engagement and education : investigating the relationship between primary school grounds and children's learning : a case study from Bangladesh." Thesis, University of Edinburgh, 2017. http://hdl.handle.net/1842/23480.

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More than 59 million children are out of schools across the globe (UNESCO Institute for Statistics and UNICEF, 2015), despite the promise of education for all children by the year 2015. The situation is more pronounced in developing countries particularly in Africa and South Asia. Strategies adopted globally to attract children towards schools rarely considered improving the existing physical environments, despite evidence that primary school aged children (five to 12 years) learn more effectively when their education is incorporated with surrounding environments (Khan & Islam, 2014; Lieberman & Hoody, 1998; Mygind, 2009). This study investigated the potential of a primary school ground to be an effective learning environment and explores how the design of an outdoor environment can contribute to children’s learning. This interdisciplinary project is underpinned by classic psychological theories of child development (e.g. Piaget, 1964 and Vygotsky et al., 1978), while Gibson’s (1979) ‘Concept of Affordance’ and Barker’s (1976) ‘Theory of Behaviour Settings’ have provided the framework for exploring the relationship between the school ground and children’s learning. A quasi-experimental action research project was carried out in a Government primary school in Bangladesh, which included the design and development of the school ground, with the direct participation of children, teachers and parents. Another primary school (with no change to the outdoor environment) was used as a control school to compare the outcomes. A mixed methods approach to conduct this quasi-experiment included data from existing exam scores, questionnaire survey, observation and behaviour-mapping, focus group discussions and in-depth interviews. The key findings from this study indicate an overall positive influence of the designed outdoor environment on children’s academic performance and their motivation to learn. An increase in children’s cognitive, social and physical activities in the school ground is also evidenced by the study. The analysis of the data likewise reveals that different behaviour settings of the school ground offered opportunities for different teaching and learning activities. Both natural settings and settings with built features afforded more focused activities (e.g. gardens afforded exploration and connection with nature, while the play area afforded more functional play). Additionally, settings comprised of both natural and built elements (e.g. the area with loose materials and huts) and areas in close proximity with natural ones (i.e. the open yard) accommodated diverse and multiple teaching and learning activities (e.g. measuring, building/constructing and exploring). The findings further suggest that the design and use of the school ground had a surprising and unintended positive effect on teachers’ motivation and pedagogy. Through reflecting on the use of different landscape elements and settings in the school ground during formal outdoor classes and informal play times, the study has further come to propose some design recommendations for other new school grounds as well as the redesign of existing ones.

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Islam, Waliul. "Ways of becoming : South Asian students in an Australian postgraduate environment." Thesis, 2009. https://vuir.vu.edu.au/15244/.

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The formation of student diasporas in western universities is a manifestation of the globalization and internationalization of higher education, and has necessitated studies about international students’ adaptation to such universities. Statistics of the last decade show that there has been a significant flow of international students to Australian universities, and a large proportion of this student cohort comes from South East Asian and South Asian countries. Whilst there has been a good deal of research on international students from South East and Far East Asia, who share a Confucian Heritage Culture (CHC) background, there are relatively very few studies on South Asian students, particularly postgraduate students from India, Pakistan and Bangladesh (defined as South Asian for this study). This qualitative study about the adaptation experiences of postgraduate coursework students from South Asian countries fills some of the gap that exists in the body of literature about international students. The study, conducted at a cross-sectoral Australian university in Melbourne, referred to with the pseudonym Southern University (SU), has utilised a longitudinal qualitative approach to explore from an ‘emic’ perspective the adaptation experiences of ten postgraduate coursework students from India, Pakistan and Bangladesh. The students were studying in four faculties at SU, and participated in in-depth interviews and focus group discussions over their first two semesters. The study considers the students’ adjustment process in the Australian academic landscape from their pre-arrival expectations to their settlement after two semesters, and is structured to consider three phases of their experiences – initial, transitional and endpoint – in negotiating new academic norms and genres, including spoken communication. The study identifies a number of dimensions along which differences are evident in the students’ approaches and strategies in adjusting to their studies and lives as postgraduates. In academic adjustment, all the postgraduates demonstrated incremental progress which was marked by varying levels of perceptual and attitudinal changes in understanding the new academic culture. Whilst the students shared a common goal of undertaking an Australian postgraduate degree to enhance their employment prospects, two broad types of strategists emerged: initiators of self-development and system compliers. The study also notes that the postgraduates, through their physical presence in Australia and becoming qualified with a western education, negotiated new, hybrid and empowered identities for themselves. In its limited exploration about the students’ social acculturation, the study notes that some of them followed a selective integrative approach while others adopted assimilatory process, and they all indicated a hybrid state of acculturation to Australian culture. The study also uncovers that, besides their academic goals, many of the postgraduates had a largely hidden agenda of long term settlement in Australia.

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Книги з теми "Environmental education Bangladesh"

Ross, Lisa. Environmental education in Bangladesh at the tertiary level. Dhaka: Bangladesh Centre for Advanced Studies, 1995.

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Joseph, George, Yi Rong Hoo, Nazia Sultana Moqueet, and Gnanaraj Chellaraj. Impact of Early Life Exposure to Environments with Unimproved Sanitation on Education Outcomes: Evidence from Bangladesh. World Bank, Washington, DC, 2019. http://dx.doi.org/10.1596/1813-9450-9059.

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Частини книг з теми "Environmental education Bangladesh"

Haolader, Faruque A., and Shahadat H. Khan. "Case Study: Bangladesh. The Demand Side of Environmental Sustainability Through Skills Recognition." In Education for Sustainability, 65–79. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-2072-1_4.

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AbstractThis country case study examines current practices and issues of skills recognition aiming to improve environmental and occupational health and safety for sustainable development in Bangladesh. More specifically, data was collected to examine environmentally friendly practices in enterprises in three service sectors: automotive, waste management, and catering, with a focus on employer and employee perspectives as an important component of the demand side of environmental sustainability. It also examines how employers and workers “recognise” green skills. Recognition here does not mean only “assessment” through testing or certification in a technical way, but also “social recognition”, implying the benefits that employers and workers see in the promotion of green skills in terms of employability and decent work, lifelong learning, and personal development. Finally, the study seeks to clarify a set of enabling factors contributing to green skills and green practices in enterprises as well as the potential for their inclusion in recognition mechanisms. This study argues that an examination of real workplace roles should be the starting point for linking recognition of green skills to green skill standards. The study concludes that learning outcomes and competences within the qualifications framework do not relate to the realities of green skills and green practices in enterprises.

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Baer, Hans A. "How Environmentally Sustainable Is the Internationalisation of Higher Education? A View from Australia." In Academic Flying and the Means of Communication, 103–32. Singapore: Springer Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-4911-0_5.

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AbstractIn a world of increasing awareness of the many drivers of anthropogenic climate change, all of which fall under the larger rubric of global capitalism with its emphasis on profit-making, economic growth, and a strong dependence on fossil fuels, many universities, particularly in developed societies, have proclaimed a staunch commitment to the notion of environmental sustainability. Conversely, the growing emphasis on internationalisation of higher education, particularly in Australia, entails a considerable amount of air travel on the part of university staff, particularly academics but also support staff, and overseas students and occasionally domestic students. Australia is a generally highly affluent country which is situated in the driest inhabited continent and increasingly finds itself functioning as a “canary the coal mine” with respect to the ravages of anthropogenic climate change. Ironically, climate scientists and other observers often refer to various regions, such as the Arctic, low-lying islands, the Andes, and Bangladesh, inhabited by indigenous and peasant peoples as the canaries in the coalmines when it comes to the adverse impacts of anthropogenic climate change. It is often said that those people who have contributed the least to greenhouse gas emissions are the ones suffering the most from climate change, a more than accurate observation.

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Ullah, Md Hafij, and Parvez Mia. "How Green Is the Green Banking Investment in Bangladesh?" In Global Approaches to Sustainability Through Learning and Education, 270–80. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-0062-0.ch018.

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The banking sector plays a critical role in economic development while its activities are also equally responsible for social and environmental damage such as violation of human rights, loss of biodiversity, and climate change in Bangladesh. A careful examination of investing and financing activities disclosed in annual reports of 35 selected banks suggest that, while banks are taking several in-house and external green initiatives, many of them are also actively investing and funding projects like shipbreaking that threaten environmental sustainability and are prone to human rights violation. This chapter urges the government, policymakers, and central bank in developing policies and regulating banks; stakeholders in understanding banks' commitment and actions to safeguard the environment and human rights; and managers in measuring, reporting, and mitigating the social and environmental impact through their current and future lending policies.

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Shohel, M. Mahruf C., Goutam Roy, Tanjeeba Chowdhury, Atm Shafiul Alam, and Shahriar Shams. "Climate Change Adaptation and Sustainability in the Bangladeshi School Curriculum." In Handbook of Research on Environmental Education Strategies for Addressing Climate Change and Sustainability, 261–85. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7512-3.ch013.

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Bangladesh is one of the most affected countries by climate change and extremely vulnerable to environmental degradation. Young people, as the new generation, need to understand the consequences of climate change and its impact on their lives and the lives of their fellow citizens. This chapter presents the findings from a systematic evaluation of Bangladeshi school curriculum, and how it prepares the future generation for climate change adaptation and ensures a sustainable future for them. This chapter highlights the recommendations from the findings and suggests how the national curriculum could address climate change mitigation and adaptation for sustainability by providing contents to offer grounding for the young people as global citizens to act in the local context. Although there is some content included in the school textbooks related to climate change and sustainable development issues, there is a need for inclusion of more relevant contents in the national school curriculum so that school textbooks provide enough contents on climate change, its mitigation and adaptation.

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Sarwar, Mohammed Jabed. "E-Development in Bangladesh." In Global Information Technologies, 722–31. IGI Global, 2008. http://dx.doi.org/10.4018/978-1-59904-939-7.ch057.

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Numerous factors, like political stability, physical infrastructure, basic healthcare, and so forth influence the extent and speed of social and economic development. There is no suggestion that ICT can eliminate the need for these or offer a panacea for all development problems. But detail analyses of experience around the world reveal ample evidence that, if used in the right way and for the right purposes, ICT can have a dramatic impact on achieving specific socio-economic development goals, as well as, play a key role in broader national development strategies. The real benefits lie not in the provision of technology rather in its application to create powerful socio-economic networks by drastically improving communication and the exchange of information (Vulkan, 1999). Recent developments in the fields of communications and information technology are indeed revolutionary in nature. Information and knowledge are expanding in quantity and accessibility. In many fields, future decision-makers will be presented with unprecedented new tools for development. In such fields as agriculture, health, education, human resources and environmental management, or transport and business development, the consequences could be really quite revolutionary. Communications and information technology have enormous potential, especially for developing countries, and in furthering sustainable development (Hamelink, 1997). ICTs have therefore brought about a new hope for the developing world. Many of these countries continue to labor in the agricultural age and their economic development is thus restricted and unable to move on and catch up with the developed world. Most developing nations have also been unable to industrialize their economies leading to greater impoverishment and dependence. In this context, the very prospect of “leapfrogging” the traditional stages and cycles of progress, is seen as revolutionary. Telemedicine, distance education, wireless applications, the use of the Internet for a wide variety of critical information dissemination tasks—hold the promise of overcoming fundamental barriers of infrastructure which have plagued the developing world (Mody, 1999).

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Hossain, Shahadat, Lamiya Rahman, Rafat Azad, Md Manzurul Hasan, Mehenaj Jebin, Md Siam Mahmud, and Md Sadman Sakib. "Penetration Testing and Cyber Security Studies in Bangladesh." In Post-Pandemic Talent Management Models in Knowledge Organizations, 171–95. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-3894-7.ch008.

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The COVID-19 pandemic and consecutive lockdowns have made people dependent on the online environment and have made society compatible with virtual platforms. But the management of the electronic environment is not so easy but too crucial and vital as well as needs to be user-friendly. As a developing country, Bangladesh has welcomed digital changes. Unfortunately, threats and vulnerabilities have risen in lockstep with technological advancement. To deal with this issue, businesses and educational institutions are turning to cyber security. Penetration testing (Pen-Test) is a way of assessing the security of a web application, system, or network by systematically checking and confirming the efficacy of that system. The purpose, classifications, and uses of penetration testing in Bangladesh's IT industries are discussed in this chapter and depict the present state of cyber security in Bangladesh. The authors highlight some of the aspects that contribute to the country's cyber vulnerabilities. Finally, several proposals are made to protect Bangladesh's cyberspace against harmful assaults.

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Alam, Md Hussin. "Role of Technology for Formal Education in Bangladesh." In Disruptive Innovation and Emerging Technologies for Business Excellence in the Service Sector, 110–29. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-9194-9.ch006.

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We are using technology for e-learning platforms, blended platforms, and formal education platforms. Formal education is a structured and systematic form of learning. For formal education, we can say face-to-face or on-campus education. Formal education is classroom based, meaning everything a student learns comes from books and other educational materials with the sole purpose of educating students. Internet gives us the option to meet around the world. Internet distance education is a natural consequence of industrial transformations from a manufacturing economy, in which standard educational practices are based, to an information economy, in which greater autonomy, collaboration, flexibility, and a project orientation to work are the norm. The internet did not cause changes in education, but rather enabled educators to meet new demands for instructional practices and outcomes and adapt to a rapidly changing economic and social environment that was beginning to outpace the academy.

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Imran, Muhammad, Shamsheer Ul Haq, and Orhan Ozcatalbas. "Role of Microcredit in Sustainable Rural Development." In Sustainable Rural Development [Working Title]. IntechOpen, 2022. http://dx.doi.org/10.5772/intechopen.102588.

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Around 1.7 billion adults have no access to transaction accounts in the world. The majority of those are poor and women in rural areas of two developing regions of the world (South Asia and Sub-Saharan Africa). Rural areas of these regions are home to the poor and poverty, hunger, unemployment/underemployment is widespread phenomenon. Access to financial services is crucial for economic development. However, poor and smallholder have been neglected by traditional banks for a long time. Microcredit a development model to provide loans to the poor who have no, or little collateral emerged in Bangladesh and has been adopted in many countries of the world. In this chapter, microcredit as a solution to much of the problems of the rural areas has been discussed. Over time there has been a shift in objectives of rural development. Rural development nowadays is about an overall improvement of the human quality of life in terms of economic, social, political, and environmental, issues. Access to microcredit has a positive impact on three dimensions of sustainable rural development; social, economic, and environmental. Microcredit helps in the alleviation of poverty, employment, entrepreneurship, higher productivity from agriculture, women empowerment, gender equality, reduced rural outmigration, better health and education, green entrepreneurship, and adoption of modern technology/inputs in agriculture.

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Huq, Sheikh Md Monzurul, Sheikh Mohammed Rafiul Huque, and Arindam Banik. "Service Quality and Quality Assurance in Higher Education." In Research Anthology on Preparing School Administrators to Lead Quality Education Programs, 875–99. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-3438-0.ch040.

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Quality higher education is considered as one of the major elements that promises sustainable economic and social development of the developing countries of the world. The higher education in Bangladesh has experienced remarkable transformations in the recent years. There are two types of universities in Bangladesh. One is public and other is private university. The present study, by reviewing and analyzing the current structure and situation of quality of the higher educational institutions of the country, attempts to examine the service quality of both public and private universities and further attempts to scrutinize quality assurance questions of higher education. The findings of the study indicate that there is a need for improving service quality in both private and public universities. This study further stresses that effective learning environment, rules and regulations for improving service quality and quality assurance in both private and public universities of the country is very much necessary.

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Huq, Sheikh Md Monzurul, Sheikh Mohammed Rafiul Huque, and Arindam Banik. "Service Quality and Quality Assurance in Higher Education." In Innovation and Shifting Perspectives in Management Education, 269–93. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-1019-2.ch012.

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Тези доповідей конференцій з теми "Environmental education Bangladesh"

Whelan, Anna, Desmond Evans, Locke Stubblefield, and Lu Chen. "Sustainability, Bangladesh and their connection to human and environmental well being." In The 3rd Global Virtual Conference of the Youth Environmental Alliance in Higher Education. Michigan Technological University, 2021. http://dx.doi.org/10.37099/mtu.dc.yeah-conference/april2021/all-events/6.

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Bhuiyan, Md Omar Faruk. "Learners’ Engagement and Motivation in Online Education during Covid-19: Challenges and Possibilities in Bangladesh." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.5640.

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The aim of this study is to find out learners’ engagement and motivation in online education during Covid-19 considering the challenges and possibilities in the context of Bangladesh. Mixed methods have been used while conducting the study. Survey questionnaire has been used for quantitative purpose while in-depth interviews has been used for qualitative purpose. In survey questionnaire 105 University going students and in interview 5 students have been selected. The study reveals that almost all of the learners participated in online education and they participated for various reasons. They actively took part in online education and motivated enough in online education during the Covid-19 pandemic. Learners are motivated in online education because most of the learners believe that online education during Covid-19 helps them to resume their academic session, to get connected with their respective study, to reduce their stress and trauma as in online classes they can interact with their friends and teachers. Students outlined different challenges i.e., absence of full concentration, lack of appropriate learning environment, and lack of interaction. Despite these challenges, online education creates some possibilities e.g., faculty members conducted class more systematically than traditional face-to-face class, resources become available and the learning scope get widened.

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