beyond access bangladesh assessment

8/17/2019 Beyond Access Bangladesh Assessment

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Beyond Access Bangladesh Assessment Report May 2014

Beyond Access

Bangladesh Assessment Visit, May 2014

Overview

Between May 10 and 18, 2014, Ari Katz of IREX and Ingrid Bon of ILFA visited Bangladesh to assess the

potential for cooperation with Save the Children on integrating Bangladesh’s existing public libraries into

their early literacy programs.

The chief questions this assessment sought to gather information about were:

What is the structure, spread and condition

of Bangladesh’s existing public library

infrastructure? What are the chief priorities

for development and its main needs for

support?

What is the existing capacity and capacity

needs of Bangladesh’s public librarians?

What is the current resource level of the

Bangladesh public library system and what

additional resources may be available to

invest in public librarians?

What opportunities might exist among

early literacy programs or initiatives through which cooperation with the public libraries would

be valuable and possible?

During the assessment, the team met with government agencies, NGOs working in the literacy sphere

and public librarians. They visited libraries associated with different government and non-governmental

organizations, community learning centers and non-governmental schools. These visits provided insight

into the priorities of those working in libraries and those working in early literacy, as well as the on-the-

ground conditions of different types of existing learning facilities and institutions.

Summary

Overall, there is a vast quantity of work taking place in the early literacy sphere, though it is often done

by organizations in isolation of each other. This presents a keen opportunity for the library system to

serve as a much-needed node in the system – a sustainable network of institutions dedicated to learningand information valued by their communities, which can offer a range of services related to literacy in

cooperation with different organizations. While currently, libraries throughout the country face the

typical challenges related to resources and skills, these are not insurmountable and the level of

investment in both early education and access to information suggests that new opportunities exist to

strengthen libraries, should they choose to expand past traditional boundaries.


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Primary takeaways

There is a strong tradition of libraries in Bangladesh and perceptions of libraries are generally

positive. People with whom we met often shared stories of visiting libraries as children, and took

pride in the 100+ year history of public libraries in Bangladesh. These factors suggest the potential

for generating support for library development and rejuvenation. There have been vast and numerous

efforts to create libraries, but not

matched by efforts to sustain or

evolve libraries. Following on from

the above, many different

organizations and agencies have

invested in creating new

infrastructure, without considering a

strategy for long-term maintenance

of the resource. o Nearly all community library

projects assume continued

community support at a

level that does not appear to

be realistic or sustainable currently in Bangladesh.

o

There have been some limited efforts to put computers in community libraries – particularly

by BRAC –but it’s unclear whether these have been matched with sufficient training.

o Suggests a need for consolidation of resources, better central support for libraries, more

government recognition and support.

Both the government public library system and the community libraries (with some notable

exceptions) face many of the same challenges common in developing countries. Library systems in

developing countries typically suffer from neglect. With dwindling budgets and unmotivated staff,

collections are outdated and of little use, services are limited, and the institution is on a course for

irrelevance. Bangladesh’s libraries share many of these characteristics.

o The public library system does provide some training for librarians, but not in modern areas,

like community outreach, ICT skills or children’s services.

o Collections appear largely outdated and not assembled in accordance with an assessment of

community needs. Additionally, collections do not appear to be regularly weeded, meaning

shelves are stuffed with materials that have not been used in years, and space for new

materials is limited.

o Librarians aren’t actively advocating for engagement or funding with decision-makers.

Without ongoing advocacy, those with a louder voice are prioritized.


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The public library system does not reach into upazilas or villages. While the Director General for

Public Libraries speaks of plans to open public libraries in all 480 of the country’s upazilas, right now

braches exist only in district centers. The Shishu Academy also has children’s library branches in

most districts. Even in the district centers, children’s mobility is limited – most parents wouldn’t be

comfortable allowing their children to travel on their own to libraries, and even transport along with

parents is difficult in urban centers. This suggests that for the public library system to play a role in

literacy and other development efforts,

mobile services must play a central role.

Currently, most public libraries do not offer

mobile services.

The library system has generally been

focused on providing reading material to

students and adults, less so to children.

Libraries offer limited services beyond

books and a space for reading or studying.

The Dhaka Central Public Library was full,

but nearly all the users were university

students using the space for quiet studying.

o Public librarians from both the

regular and children’s public library

systems are not receiving up-to-

date training in modern services.

o We heard in several places about

some contests and public activities,

but they all appear geared towards

urban, literate population, rather

than towards generating new

interest in reading, or bringing new

people into the libraries.

There is a lot of activity in early literacy and reading promotion, but there is room for coordination

and building on existing efforts in order to maximize limited resources.

o Many different NGOs are producing early literacy materials, some of which reproduce the

function of other materials. While in principle, multiple sources are not bad, limited

resources in the field mean a larger slice of the pie is spent on creation of materials when

instead it could be spent on dissemination of existing materials or training for teachers,librarians and other facilitators.

o The most immediately impressive materials we found were produced by FIVDB and RtR.

These are focused on early readers, and follow carefully considered methodologies. Many of

the early reading material we found in libraries was illustrated Bangladeshi stories and

poems, but not specifically geared towards fostering reading habits.


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Digital Bangladesh presents considerable opportunities in bringing technology into the country’s

library infrastructure constructively. In other countries, libraries have been able to capitalize on a

government priority for digital inclusion and ICTs for development. There is clearly enthusiasm

about ICT and possibilities to experiment. There is an opportunity for libraries to position

themselves as technology hubs, where people can benefit from new technologies.

o

Mr. Khan of the ICT division expressed willingness to fund pilot projects if something was

presented to him.

Recommendations

Following on from the conclusions of the assessment, with a view towards active cooperation with Save

the Children on engaging the library system in literacy efforts, the Beyond Access team considered a

number of ways Beyond Access could support useful activities that might address the needs and

priorities listed above.

The most striking immediate need is for an opportunity for those working in the early literacy field in

Bangladesh to gather, learn about each other’s activities and explore ways to leverage each other’s

strengths and resources. If the library community in Bangladesh is serious about greater engagement

with those working on development issues, it would be ideal for them to be one of the conveners of

such an event, helping them position libraries as one of the solutions for both coordination of efforts

and hub for activities.

Next, given that librarians in Bangladesh have not typically offered services to young children, there is a

vital need for training and materials that facilitate them beginning to play this role. An initiative

targeting this goal could take any number of forms, depending on the level of resources and time

committed to it.

A comprehensive approach that maximizes the value of existing library infrastructure as well as builds

on the enthusiasm for systematically involving libraries in literacy efforts would provide some much-

needed coordination to public library development efforts, facilitate a range of new activities at

participating libraries, provide support to librarians and monitor results to understand effectiveness,

demonstrate value and address challenges.

Below, based on discussions with Save’s staff and partners in Bangladesh and among the Beyond Access

team, we outline some ideas to begin building on for discussion of cooperative efforts. These include:

suggesting some overall guidelines for thinking about the main goals of cooperative project

activities

proposing a sample structure for a cooperative initiative between Beyond Access and Save the

Children that would begin to usefully integrate library infrastructure into Save’s early literacy

program

further details on activities and a list of some initial options to kickstart discussion about follow-

on steps.


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Goals

Any project must be able to both address capacity issues within the library community and offer useful

literacy services to the READ program target audience.

Engage existing public libraries in promoting literacy/reading and supporting community library

infrastructure

Link together vast training and material resources promoting and supporting literacy/reading

through public libraries

o Potential partners identified during the visit include Save the Children, the General

Directorate for Public Libraries, the National Book Centre, the Library Association of

Bangladesh, the Bangladesh Shishu Academy, the Creative Book Development Society, and

other NGOs working on reading (Room to Read, FIVDB, Bishwo Shahitto Kendro, Community

Development Library and others.)

Provide/support community-based literacy and reading activities (READ objective 3)

Gain more support for library system through advocacy and evidence so that it becomes betterequipped to support Bangladesh literacy goals

Potential cooperative initiative outline and structure

Objective: Produce a sustainable model for children’s services in support of early literacy through public

and community library systems that reaches village level. Focus content on both improving children’s

services at existing government libraries (Shishu Academy and/or DPL), and empowering district

librarians to serve as regional support and resources for upazila- and village-level community libraries.

Main activities by year:Year 1

o Vision forum

o Curriculum design and activity guide

o ToT for group of 5-10 trainers (possibly two 1-week training sessions)

o Select and train 10-20 district librarians, provide small grants, reading materials and

technology (tablets, computers) to support new services

o Set up SMS or other monitoring system

o Track results, monitor and provide on-site support to librarians

Year 2

o

Convene trainers, project team to review results, adapt curriculum

o

Train larger number of trainers, cascade to all (64) district libraries

o

Continue support for libraries, based on matching resources generated at local level

In accordance with Beyond Access’s matching funding policies, a breakdown of resources contributed

might look as follows:

Beyond Access Save the Children Others

convene curriculum design

to produce module

support vision forum (25-30

participants in Dhaka)

children’s tablets from ICT

Division for distribution to 25


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“Children’s Services through

Public Libraries in

Bangladesh” and associated

activity guide

contribute trainers for

conducting ToT

adapt existing module and

conduct ToT on “Community

Needs Assessment & New

Services” for group of

trainers

subgrant to Library

Association of Bangladesh,

East-West University1 or

another partner to

coordinate trainer group and

monitor trainings

produce library-targeted

children’s activity guide (see

C below)

create library monitoring

system (see E below)

contribute trainers for

conducting ToT

support cascade-training

expenses after ToT

small grants to district

libraries to supportinvestments in improved

services and/or pilot

activities such as reading

camps as district and

community libraries (could

set up as challenge/matching

grants for local/national

support)

arrange for publication and

dissemination of early

literacy materials from Save,

FIVDB, Room to Read to

libraries

libraries (e.g. 5-10 per

library)

early literacy materials from

FIVDB and Room to Read

trainers’ time from

Department of PublicLibraries, others

Activity Notes

A) Conduct a vision forum bringing together all stakeholders.

It could be a reading or literacy forum (not focused

specifically on libraries) but allowing the DPL or the LibraryAssociation to be the convener or a co-convener would allow

libraries to be seen as having a central role.

Capitalize on media, such as television and radio for

coverage, follow with reading promotion (easy

examples might include interviews with authors and

illustrators, reading aloud, storytelling, book talks)

through same media to highlight role of libraries and

connect libraries to reading efforts and partners.

Should be the first step in any project,

and be tied to follow-on activities that

integrate ideas and proposals fromparticipants.

B) Map and geocode existing libraries around Bangladesh,

including all the different types of libraries listed in theattachment. Publish in cooperation with Department of

Public Libraries on a public website.

British Council is expected to begin work

on a detailed landscape study. Withcooperation, this could possibly be the

first step.

1 East-West University’s library currently manages a number of library modernization projects in Bangladesh and

the region.


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C) Produce an activity guide of literacy/reading

activities/support geared towards libraries

simple space design/rearrangement suggestions

reading festivals/camps

storytime techniques

reading-aloud techniques reading competitions

book fairs

fostering parent/child reading activities

reading clubs/circles

constructive application of technology

Could be adapted and compiled from

existing materials. Would serve as the

core of a training approach, and an

adaptable resource for libraries

beginning to work in this area.

D) Form a core group of library trainers on community

outreach and modern literacy/reading support methods,

cascade to community librarians/volunteers.

Catalog existing relevant training resources both

specific to Bangladesh and general. Might include

expert trainers and training resources from theLibrary Association, Save the Children, Room to

Read, Beyond Access, IFLA and others.

A curriculum design group may include international

trainers might be 4-6 total from IREX, Save

Bangladesh experts, Room to Read/FIVDB, other

local groups with expertise, Library Association

Including comprehensive training

approach, curriculum design, planning

for cascade and monitoring.

Expect a 2-3 month process to produce

and translate module.

Target training at both certified

librarians and library

assistants/community library staff, who

staff most of the community –level

libraries in the country.

E) Disseminate existing materials (such as those produced

by Save, Room to Read and FIVDB) throughout library

networks, supporting training on proper usage.

Materials and training exists and should

be linked to library system. These

materials could be part of the basis for

training of librarians as well as

strengthen children’s collections at

participating libraries.

F) Set up SMS-based monitoring system to understand how

libraries at all levels are being used, provide feedback to

project management and support library-field advocacy

efforts.

IREX has some tools that might be

adapted for Bangladesh.

G) Pilot library-based tablets or other technology, training

for librarians on using constructively

coordinate with producers of digital content, or seek to

digitize existing content to load materials

include in librarian training on how to make your ownapp of a children's book (simple tools available)

Potential support from ICT Division for

tablets.


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Individual Meeting and Visit Notes

ICT Division

Nazrul Islam Khan, Secretary, ICT Division & National Project Director, A2I Program

([email protected])

Main takeaways: Mr. Khan appeared very willing to engage on projects related to technology, literacy

and libraries. He has 1 ½ years left before retirement and appears to have a pretty flexible budget he can

spend experimentally. It would be worthwhile following up with him with more concrete ideas, as this

could be an opportunity to test some new approaches with the engagement and support of the

Bangladesh government.

Relevant notes:

Every year >4m children enroll in primary school. Hugely taxing on Bangladesh school

infrastructure.o Means spending on physical books is useless. Can’t keep up.

o Bangladesh spends 2.3% of GDP on education.

There is no culture of kids going to libraries. Says that in schools, books are locked away by

headmaster.

The ICT Division is already converting textbooks into e-books. Now trying to create electronic

supplementary reading materials.

o There is no OCR for Bangla yet. Makes digitizing books difficult.

80% of the population has mobile phone, 30% increase monthly (?) in smartphone ownership.

96% of families have a mobile phone.

o

There are no local producers of tablets or smartphones, most are imported from China. There are 4500 Union Information Service Centers since three years ago.

o Every month, they earn more than 6b taka collectively (US$77.4m) from their services

There is a plan for 2mbs connectivity in every government office at every level.

Entire area of Bangladesh will be covered by 3G connectivity withi n 8 months, but it’s not

affordable to most.

British Council

Main takeaways: The British Council has typically supported reading efforts in English, but is interested

in expanding Bangla in the future. They could be a good partner in promotion, especially in regions

where they have centers.

Relevant notes:

Resource centers in Dhaka, Sylhet, Chittagong.

Mandate to support development of public information systems. Expressed surprise that public

libraries have to date been left out of their planning.


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Outreach programs include:

o Reading competitions. Previously in English, but planning in Bangla.

o

Textbook support

Room to Read

Shafiqul Islam, Country Director ([email protected] ) Shah Alam, Director, Literacy Program ([email protected] )

Abdus Samad, Program Officer, Instructional Design & Teacher Support

([email protected] )

Main takeaways: While they have largely been working on their own, they are an important ally in early

literacy promotion, with a range of materials and training resources. There may be opportunities to

disseminate the materials they are creating more widely, especially since one of their stated strategy

objectives is mainstreaming results through government schools. They have also developed training

specifically on encouraging reading habits that would be valuable to librarians either directly or in an

adapted version targeting libraries.

Relevant notes:

Focused on literacy and girls education.

o >2000 libraries established in marginalized areas

RtR establishes “challenge fund” – requires 20% contribution from community,

occasionally RtR supports construction when needed.

provide support for three years, then libraries must operate on their own with

community resources

o Supports reading/writing skills for 1-2 grade children

o

Supports secondary education for girls in remote areas

o Have produced 48 titles so far to distribute to school libraries, also collect books from

open market to distribute.

o Some libraries receive donations from Min of Social Welfare (? – this was only place we

heard this, might be mixed up with National Book Center, under Min of Culture).

o provide training to teachers in value of reading culture, how to do reading activities

o ensure there is time set aside for reading inside classrooms

o not currently digitizing books, but considering it

Government provides free textbooks to all kids, but tough for the poor to manage other

expenses.

o 40% dropout rate from primary schools

RtR works only with government primary schools. Since 2013, all primary schools are

government schools. Previously there were some private schools, but they were nationalized.

There is currently, or in the process of forming, a “parliamentary committee on public libraries”.

(Need to investigate further.)

RtR global strategy 2015-2017 focused on sustainability

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o in Bangladesh, means engaging family + community, girls ed programs, mainstreaming

their practices throughout government

Says reading culture is disappearing from Bangladesh.

o government libraries (at district level) are not targeted at early readers.

Suggestions:

o

need for library management training

o bring festivities into the library

Department of Public Libraries

Hafizur Rahman, Additional Secretary, Director General of Public Libraries ([email protected])

Khondkar Asif Mahtab, Assistant Librarian, Department of Public Libraries ([email protected])

Main takeaways: Managed by a career civil servant rather than a librarian, the government public library

system suffers from the typical challenges faced by a marginalized government agency. Ambitious plans

exist on paper for expansion and development, but there is little advocacy to secure the funding or

leadership to implement the plans. Training for the librarians is meagre and not in modern themes. Themain priorities of the current director are: 1) expanding the public library system to the upazila. 2)

Installing solar energy systems at all of the libraries to ensure reliable power. 3) Closed-circuit television

to guard against book-loss.

The librarians appear open to partnership and realize that having international partners would

strengthen their position within the government. They were

enthusiastic about the potential for training in ICTs,

community outreach and children’s services.

Relevant notes:

Librarians either have a degree in Library and

Information Science, or have completed a Library

Association of Bangladesh (LAB) certificate course.

This course mainly covers cataloguing (including

digital formats) and other traditional library concepts.

The GDPL conducts reading and writing competitions

on national days (8) for both adults and children. This

is seen as part of their mission to support national

culture.

At the Dhaka Central Library, they have about 2500readers/daily. It is open from 8am to 9pm.

Most other libraries are open from 10 to 5 or 6, every day except Friday. Chittagong is also open

8-9.

Users breakdown as:

o 60-70% students

o 10-15% seniors

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o 20-30% children

They would like to bring in more children.

They said the best public libraries are Chittagong, Syhlet and Jessore.

Planning to introduce book vans

Budget process is:

o

GDPL submits budget in May to Ministry of Culture

o Ministry of Culture submits to Ministry of Finance, MoF prepares final budget numbers

every year and returns to other Ministries

They received 130m taka this year

They believe ICTs will attract attention and make libraries appear more relevant. Need to

rebrand as ‘techy’.

Cooperation with A2I is in the development of ILMS software

Bangladesh Shishu Academy

Razina Akhter, Head of Library ([email protected] )

Main takeaways: The Shishu Academy is a

network of children’s learning centers

situated under the Ministry of Women and

Children Affairs. There is a central one in

Dhaka that we visited and 64 district level

ones. The library was the best-stocked

children’s library we visited in the country,

with books in both Bangla and English,

though it was not being used when we

visited. The head librarian, Razina Akhter,

was a participant in a State Department-

sponsored International Visitors program a

few years ago, and is extremely

enthusiastic and full of ideas. She will make

a good partner for future initiatives.

BRAC

Safiqul Islam, Director, Education, [email protected]

Helaluzzaman Howlader, Programme Manager, Education, [email protected]

Main takeaways: BRAC has done an extraordinary amount of work in the library sector, and unusually,

has evaluated their work extensively. BRAC libraries are community libraries that have been built in

cooperation with communities, a model that appears typical of NGO-supported libraries Bangladesh.

They have also tested computers and internet at libraries. They face some of the same challenges as

other libraries, however, in that once BRAC support ends, they struggle to sustain services at the same

level.



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Relevant notes:

BRAC has opened 2733 community libraries. 1350 have computers. 250 of those have free

internet. Mostly located on campus of secondary schools.

Where the libraries have computers, librarians have been trained as computer instructors. They

conduct training, ½ of the income from which goes to the librarian, ½ goes to librarymaintenance.

o Often librarians with computer instructor training leave library for better job. Counted

about 34% have done this.

Libraries are set up in partnership with community following terms:

o

Minimum space allocated by the community for a library must be 2500 sq ft.

o Community must raise about $800 to start, BRAC will match with $800 investment.

o After that, annually, the community must contribute about $250.

o BRAC’s contribution includes about 1,000 books at startup.

o Community must recruit ‘para-librarian’, which BRAC trains. Initial salary is about

$10/month. They also sell some supplies like pencils, pens for income.o

Training includes how to catalogue and track books, how to manage petty cash

o

Within 2 years, community must register library with Ministry of Land as a legal trust.

Trustees meet 3-4x/year

They form subcommittees on different topics, such as youth.

Average 4-6 hrs/day, 6 days/week. Typically open one hour in morning, then in afternoon after

school ends.

Usually have a children’s corner with 150 titles for children, also have art corner, indoor games,

musical instruments.

Librarians usually arrange story time for small children.

Main needs for librarians include training in advocacy and new service development. They are

not trained in community outreach or reading promotion.

About 750 of total have mobile/rickshaw library that reaches women, children, disabled who

can’t come to library. Carries about 100 books/magazines at a time.

They cooperate with the Ministry of Culture and the Ministry of Youth

o Libraries receive books from the National Book Centre

o BRAC has a formal MoU with the Min of Culture

¼ of libraries have been successful in bringing in new books.

“Bangladesh needs 20,000 libraries for genuine access” – matching 20,000 secondary schools.

Main needs of Bangladesh library system:

o advocacy, need help moving up on political agenda

o mapping of resources

o networking among librarians/conferences

o up-to-date professional skills for librarians, including accreditation in

how to interact with public

maintaining stock


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in-service training

o need South Asian bulletin on libraries so they can learn from each other

Ministry of Cultural Affairs & National Book Centre

Dr. Ranjit Kumar Biswas, Secretary, Ministry of Cultural Affairs ([email protected])

Asim Saha, Director, National Book Centre ([email protected] )

Main takeaways: The Secretary was interested in a specific proposal for cooperation from us that they

could present to the Minister, but was less interested in offering ideas for what form that cooperation

should take. The National Book Centre is responsible for registering community libraries, and at this

point has registered about 835, about 500 of which are in ‘remote areas’. The NBC has a hard time

monitoring libraries because they don’t have transportation or any computerized reporting system. Mr.

Saha suggested that some of the libraries may have been registered only as a way of receiving the

annual cash support from the NBC. This

year, he has insisted they must take

books as well.

Relevant notes:

All NGO libraries must register

with the National Book Centre.

[Note: it’s hard to reconcile the

different numbers we’ve heard.

If BRAC itself has opened 2500

libraries, and has an MoU with

the Ministry of Culture, why

has the NBC only registered

835 libraries? There are

numerous other NGOs

opening/operating libraries as

well, so total numbers should be several thousand more.]

The NBC provides 40,000 taka/year in books and cash for maintaining the community libraries

which have registered.

The Shishu Academy does not receive books from the NBC.

Primary needs of the community libraries are:

o books

o infrastructure improvement

The NBC conducts book fairs once a year in every district.

The NBC intends to publish books for children, and would sell with a 30% commission to fund

their operations.

There are several libraries/reading rooms at the NBC in downtown Dhaka. There were a number

of clients reading newspapers within the premises.

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Main problems the NBC identified included:

o It’s difficult for people to visit the NBC’s facilities because of traffic, and nearly

impossible for children.

o

The NBC doesn’t have a car to visit libraries, so monitoring is difficult. Their budget is

very low – they would like to visit libraries, but can’t. Previously they had a car, but the

project that funded it ended.

o Community libraries receive books by coming to the NBC to select them. We visited

their book warehouse, which had piles of books for distribution.

o Their priority is village libraries. The cities have enough.

Access to Information Programme, UNDP

Md. Afzal Hossain Sarwar, Policy Expert (Education) ([email protected])

Main takeaways: At the moment, the A2I program appears mainly focused on producing apps and

content to address the shortage of useful Bangla-language resources online. Their main hardware

program has been providing laptops and projectors to schools.

Relevant notes:

The purpose of Bangladesh’s ICT4D initiatives is to provide “service to the doorstep” so people don’t

have to travel to receive government services.

E-readiness requires education. They have provided multimedia classrooms to schools.

o

Includes 1 laptop, 1 projector, 1 screen, 1 modem. They support one year of internet to each

school and after that, internet costs about 250 taka/month (about $3.20).

o They have found that many teachers then purchase their own computers/tablets, because

lots of educational materials are available on the internet.

Previously, the government provided a computer lab to 3000 schools but they were not generally

used because there was no useful content, no online library, poor internet speed, no educational

games. Now they are just dust-covered computers.

The A2I office is working on creating educational ebooks, in PDF format. They are considering

interactive books as well, but haven’t yet published any. Ebooks can be found at

www.ebook.gov.bd.

They have created a teachers’ portal at teachers.gov.bd, a collection of lesson plans and other

educational materials.

o

main source of content is teacher-uploaded materials.

o

catalogs best teacher-created content based on pedagogy and user rating. Problem identified is lack of teachers – kids do not have a ‘joyful learning environment’ because

classes are too big.

Community Development Library

Main takeaways: This organization appears relatively typical of community development NGOs in

Bangladesh, with a wide range of community mobilization and relief programs. These include vocational

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training, youth leadership, computer training, and support for orphans among others. One of their

initiatives was village libraries, which at one point totaled 500 in villages throughout the country, but as

funding disappeared, the libraries closed. Right now, there are 26 community libraries/centers left. This

result is indicative of similar library initiatives in Bangladesh, wherein communities were not able to

support their libraries after funding concluded.

Relevant notes:

Started in 1980 in Dhaka. Some funders include: Caritas Macao, Heidelberg Siemens, Haag

Switzerland, Swiss Contact.

Currently 26 centers in rural areas at the subdistrict and village level.

o There is a governing board at each center which includes government and other

community leaders.

o Receives 20,000 taka/center/year from Ministry of Culture (presumably National Book

Centre) every July

They administer a ‘youth forum’, which trains youth on development issues. Provides vocational training for slum children, including tailoring, printing,

Conducted an information literacy program along with the University of Dhaka Library &

Information Science department.

Bishwo Shahitto Kendro (World Literature Center)

Abdullah Abu Sayeed, Chairman

([email protected])

Main takeaways: BSK is a highly respected

literacy institution whose main activities

include training secondary school teachers in

literacy methodology and providing a mobile

library service throughout the country. BSK

has a network of specially designed book

vans that serve nearly 1900 communities, but

these are currently under threat due to the

expiry of funding. The organization has

extensive expertise in literacy, including

training and should be involved in any

cooperative literacy activities.Relevant notes:

Works with Primary Teacher Institutions (PTIs) – teacher training schools for primary school

teachers.

o conducts book-reading program for student teachers in which they must read 20

books/year in order to help foster reading habits

o There are 56 in country, 20,000 students.

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Administers book reading component of SEQAEP program (http://www.seqaep.gov.bd/ ) funded

by World Bank (http://www.seqaep.gov.bd/bsk.php ) for secondary schools.

o

now in 10,000 schools

o about $12.6m

Mobile library network was first funded by Norad (Norwegian Agency for Development

Cooperation) and then Manusher Jonno (funds from DfID) but funding is ending in July after 6

years.

o

Currently 46 book vans. “One vehicle has more readers than all the libraries in the

country.”

125,000 readers total in mobile network, 33% in madrassahs, where education

is less structured and materials lacking

1.2m readers in all programs

Vans are based in partner locations, such as police station, banks, some private

houses.

o

Each goes to 40 localities, serving 56 or 64 districts. (Can’t serve Chittagong Hill Tracts

because of road conditions.) 250 upazillas, 1900 communities.

o Stays for 1 hr, 1 time/week.

o 300,000 books in the network.

o 2 people on each vehicle – driver and librarian. Librarians are all men because the buses

must go to villages and they come home late. There are concerns about safety for

women.

o Has appealed to Ministry of Culture for funding to maintain network, but funding

request has been stalled because of personal interference.

View that government shouldn’t run such programs, because they are rotten.

They have no motivation since they never lose their jobs. Strongly against

cooperation with government.

They have started an online book reading program making e-content available to 4000 readers.

Sponsored by Grameenphone.

Produces books in Bangla for children

View that Bangladesh libraries are gloomy and librarians are irritated – they don’t have a

customer service approach, reluctant to help patrons.

o Says that books purchased by library system are because of the commission offered,

rather than quality or need.

Creative Book Development Society

Mofidul Haque, Director ([email protected] )

Ahmed Madmudul Haque, Director, Book Village Bangladesh ([email protected])

Main takeaways: The CBDS is an association of publishers. Mofidul Haque was the most knowledgeable

person about the country’s library system that we met – even more so than the director general of

public libraries. He shared a vision for reforming and modernizing the country’s public library system

that would include redefining the role of the librarian, encouraging community outreach and introducing

http://www.seqaep.gov.bd/http://www.seqaep.gov.bd/http://www.seqaep.gov.bd/http://www.seqaep.gov.bd/bsk.phphttp://www.seqaep.gov.bd/bsk.phphttp://www.seqaep.gov.bd/bsk.phpmailto:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]://www.seqaep.gov.bd/bsk.phphttp://www.seqaep.gov.bd/


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digital resources. He also advocated for the inclusion of the publisher community in literacy and reading

initiatives, and said they saw the libraries as the place to help develop a reading culture.

Relevant notes:

Says policy to establish public libraries in district headquarters was mistake, because many hadlibraries already, and this created parallel systems.

o Bengalis have old tradition of supporting libraries. Some are good examples of

community cooperation, such as Pabna (100 year-old library) and Narayanganj

For 64 libraries, government has funds to supply both national and foreign books

o 15m taka budget for whole system

o government selection committee for books does not include a voice from readers or

librarians

librarians can submit requests, but only once a year. Need to change to make

more frequent.

no local considerations – decisions made at national level. Publishers believe that libraries are the key to building readership.

o

64 government libraries can be base/infrastructure for outreach to villages.

o Believes that if district libraries are given the mandate to work with community libraries,

they would comply.

o

National Book Centre has done periodic surveys of NGO libraries, first in 1987, latest in 2011.

o Includes basic information on all libraries, but not currently digitized.

Criticism of BSK and other NGOs – they publish their own books instead of engaging publishers.

It limits the reach and lifespan of books. Publishers don’t have access to schools because the

Ministries of Education manage the whole book development and publishing process.

Recommends preparing list of books on different subjects quarterly and then allowing local

librarians to choose based on need.

o List should be prepared by selection committee, involving publishers and NGOs.

o Should invite librarians to book fairs, let them choose books.

o

Currently National Archive releases list of recently published books but no one is using

it.

Comprehensive new policy needed for libraries, including:

o updated librarian job description

o new book procurement policy

o

using library space to conduct activities

o role of digital resources in library

Funds for public library system are being increased, but still minimal. Recommended asking

government to give computers to libraries.

Library Association of Bangladesh

Dilara Begum, Head of Library, East West University ([email protected])

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Nafiz Shuva, Assistant Professor, Department of Information Science & Library Management

([email protected])

Main takeaways: There are young and progressive librarians within the field in Bangladesh. Naturally,

most work in academic libraries, but they are connected through the library association and are eager to

get involved in development initiatives. If/when we need trainers for a project, the association can easily

identify and mobilize the right people.

Slum visit, Dhaka

Jamil H. Chowdhury, Executive Director, Assistance for Slum Dwellers ([email protected])

Main takeaways: We visited two slum-based schools in northern Dhaka that are supported by the

Assistance for Slum Dwellers organization. Both were located in small, dark temporary buildings and

offered lessons for early learners (up to age 6) meant to prepare them to enter the government primary

education system. There is clearly both a hunger for and a struggle to provide early learning to children

growing up in slums. These services are based on the assumption that one way to fight the frequent

dropout rate among children from slums in the formal education system is to prepare them at an early

age. While the facilities are sparse, they do offer some level of education to children who would

otherwise have access to nothing. The schools focus on basic literacy. We were told they were

Sylhet visits

Central Muslim Sahitya Sangsid

Syed Mobnu, Literacy & Cultural Secretary

([email protected])

Main takeaways: This institution is a long-lived

privately-funded public library set up in the

1930s to support a reading culture in Sylhet.

While we didn’t have the chance to visit other

comparable libraries, it appears representative

of the historical reading movement in

Bangladesh, which resulted in a number of

similar institutions being founded in other

cities (such as the Jessore Institute PublicLibrary). It is centrally located in Sylhet. It has a very traditional approach to library services, and appears

to serve mainly the educated. Its board is made up of distinguished community members who believe in

the need for an institution dedicated to preserving reading and culture, but its funding still appears

relatively inadequate, and its collections largely (though not entirely) outdated. It does not have

significant children’s resources or activities.

Relevant notes:



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Was set up in 1930s as Central Muslim Literary Council. (Despite name, does not have an

exclusively religious character.)

o

Proud of its role in the Bangla-language movement of the 1950s and 60s.

Currently survives on contributions from individuals, as well as rental of its meeting center and

leases on a shopping complex across the road.

Has about 75 readers/day, loans about 20 books/day.

o Serves children aged 6 and higher.

o Has a collection of antique books, including old versions of Koran on display.

Currently has staff of 10, including one librarian, one assistant librarian, and an accountant.

o

Would like more, but finances don’t permit.

The city provides small grants for some activities.

Some events/activities organized include:

o conferences on literary issues.

o literary competitions, including essay writing, poetry recitation, handwriting, art.

Would like to start a toy library for children.

o Still will be difficult for children to visit because of traffic.

Friends in Village Development Bangladesh (FIVDB)

Main takeaways: We visited both a Community Learning Center supported by FIVDB and the

headquarters, located in Khadimpara near Sylhet. The village learning center was a small wooden shack

with no windows and no furniture inside aside from a bookcase. At headquarters, we were introduced

to the FIVDB early literacy team, including viewing very strong materials that the organization has

designed and published under previous programs. The materials are not well-distributed beyond FIVDB

programs. Any future literacy program should make

attempts to use them, as well as their associated

training.

Relevant notes:

Children were gathered inside the learning

center during our visit. It was unclear how

frequently the center was used – while it was a

typical village structure, it was not a

particularly welcoming space, and would likely


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d l d h

get uncomfortable in hot or wet weather.

Among the dozen or so kids, one had a computer at home, which belonged to her brother. 3-4

had used a computer before. All their families had mobile phones.

Shishu Academy, Sylhet

Main takeaways: This district-level branch of the Shishu Academy is located off a major intersection in

the center of Sylhet. The building appeared to at least partially be undergoing renovation. Inside, one

small room was dedicated to the children’s library. There were a number of books packed into shelves

(many behind glass cases) and a small table in the middle of the room. A librarian was located behind a

desk. There were no users when we visited. The library appeared difficult to find and access, and

underused, though its presence suggests the possibility to improve these facilities and use them as

bases for outreach.

beyond access bangladesh assessment

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