Tushar Kanti Saha

Work place: Department of Computer Science and Engineering, Jatiya Kabi Kazi Nazrul Islam University, Mymensingh, Bangladesh

E-mail: tushar@jkkniu.edu.bd


Research Interests: Autonomic Computing, Information Security, Data Mining, Data Structures and Algorithms


Tushar K. Saha was born in Rajbari on 28 November 1981 in Bangladesh. He received the PhD degree from Saitama University, Japan in 2018 and B.Sc. and M.Sc. in Computer Science and Engineering from Islamic University, Kushtia, Bangladesh in 2003 and 2004 respectively.
He is currently working as an Associate professor at the Department of Computer Science and Engineering at Jatiya Kabi Kazi Nazrul Islam University, Trishal, Mymensingh, Bangladesh. His research interest includes ICT, Cryptography, information security, Cloud computing, Data mining, and Machine learning. He has more than fifteen international journal publications. He has also published more than ten conference papers which were presented in national and international venues.

Author Articles
A Survey on ICT Education at the Secondary and Higher Secondary Levels in Bangladesh

By Tushar Kanti Saha Rubya Shaharin Uzzal Kumar Prodhan

DOI: https://doi.org/10.5815/ijmecs.2022.01.02, Pub. Date: 8 Feb. 2022

In this study, we show the status of ICT education and find the gaps between rural and urban institutions for providing ICT education in secondary and higher secondary institutions in Bangladesh. For this purpose, we use primary data collected using a survey questionnaire that is answered by ICT teachers engaged in those institutions. The variables used in the questionnaire are the name of the respondents, educational qualification, locations of the institutions, syllabus structure, the total number of students for ICT courses, number of computers, etc. The data were collected from institutions located in urban and rural areas. We apply several statistical functions along with conditional logic to our data for getting the desired result. We find that the students-teacher ratio in secondary (resp., higher secondary) is about 288:1 (resp., 212:1), existing teachers have a heavy academic workload. We also find that there exist low facilities in rural institutions compared to the urban institutions because students-computer ratio (SCR) is 46 in rural areas whereas SCR is 22 in the urban area. Moreover, we find that more than 80% of the teachers conducting ICT classes have graduated from the discipline other than ICT or related discipline. Furthermore, teachers who cannot complete at least 80% of the ICT syllabus in time are mostly non-ICT graduate. Based on these findings, we propose some recommendations to meet the above gaps of the current ICT education in Bangladesh.

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