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Messages - Nafees Imtiaz

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Economy / State of the Bangladesh Economy in Fiscal Year 2015 (IRBD, CPD)
« on: January 05, 2015, 09:27:53 AM »
'State of the Bangladesh Economy in Fiscal Year 2015', prepared under IRBD Programme of CPD.

« on: January 03, 2015, 01:27:04 PM »

Business Information / SME Business Manual (March 2013, SMEF)
« on: January 01, 2015, 03:17:08 PM »

Agriculture / Bangladesh Bank policy on agri based industry and SME
« on: January 01, 2015, 12:56:43 PM »
Bangladesh Bank policy on agri based industry and SME

Business Information / SME sectors
« on: January 01, 2015, 12:46:30 PM »
Please find the following link for the information on lists of SME sectors:

Doing Business 2015 data for Bangladesh ( by World Bank)

The following link summarizes Doing Business 2015 data for Bangladesh. The first section presents the Ease of Doing Business rank (out of 189 economies) and the distance to frontier (DTF)** measure, overall and by topic. The second section summarizes the key indicators for each topic benchmarked against regional averages.

ICT / Global InformationTechnology Report_2014
« on: January 01, 2015, 10:36:47 AM »

Economy / Investment Policy Review (UNCTAD): Bangladesh
« on: January 01, 2015, 10:25:40 AM »
Investment Policy Review (UNCTAD): Bangladesh

Entrepreneurship education key to sustainable economic upswing

Enterprise & Industry Magazine
Entrepreneurship education key to sustainable economic upswing
01/10/2013 SMEs and entrepreneurship
All rights reserved © Thomas_EyeDesign/iStockphoto

Education is an essential element of entrepreneurship. Studies show that students who receive entrepreneurship education are not only more likely to be employed, but also more likely to start their own companies. With that in mind, the European Commission has proposed a series of actions that will help expose students to entrepreneurship and, as a result, help create jobs throughout Europe.

Entrepreneurial education is one of the best ways to support growth and generate jobs. New businesses are the single biggest source of new jobs in Europe – and education, to be sure, helps create businesses.

Between 15 % and 20 % of secondary-school students who participate in a mini-company programme – in which students develop or simulate the operations of a real firm – will later start their own companies. This figure is three to six times higher than the general population, highlighting the impact that entrepreneurial education can have on young Europeans.

And even those who don’t start businesses are still better positioned in the job market. According to recent research, 78 % of entrepreneurship education alumni were employed directly after graduating university, compared to just 59 % of a control group of higher education students.

The role of higher education in entrepreneurship goes far beyond classroom teaching and incorporates participation in business ecosystems, partnerships and industrial alliances. With high-tech and high-growth enterprises becoming a focal point of entrepreneurship-related public policies, higher education institutions are an essential component of Member State and EU innovation policies.

However, despite the obvious benefits afforded by this type of specialised education, a recent Eurobarometer Entrepreneurship survey shows that three-quarters of Europeans have never taken part in an entrepreneurship course. Thus, in order to exploit the potential of entrepreneurship education and promote the Entrepreneurship 2020 Action Plan, the Commission is proposing a number of actions, including those to:

    reinforce cooperation with Member States to introduce entrepreneurship education in each country;
    support public administrations wishing to learn from successful peers;
    develop a pan-European entrepreneurial learning initiative for impact analysis, knowledge sharing, development of methodologies and peer mentoring;
    collaborate with the Organisation for Economic Cooperation and Development to establish a guidance framework to encourage the development of entrepreneurial schools;
    disseminate the entrepreneurial university guidance framework, and facilitate exchanges between universities interested in applying it.

Member States are encouraged to:

    ensure that the key competence ’entrepreneurship’ is embedded into curricula across primary, secondary, vocational, higher and adult education before the end of 2015;
    offer young people at least one practical entrepreneurial experience before leaving compulsory education, such as running a mini-company or being responsible for an entrepreneurial project for a company or a social project;
    boost entrepreneurial training for young people and adults with resources which support national job plans, particularly as a tool for second-chance education for those not engaged in education, employment or training;
    promote entrepreneurial learning modules for young people participating in national Youth Guarantee schemes.

Projects to support entrepreneurship education

Nine projects co-funded by the Commission have already benefitted roughly 6 500 students and young people and 900 teachers. Together, these projects’ indirect effects – which come from dissemination, information activities, production of pedagogical materials, etc. – ensured that they reached at least 100 000 young people.

However, the added value of these European projects lies in their potential for extension, transfer and wider dissemination within the Member States:

    The Entrepreneurship Summer Academies gave 320 higher education professors, lecturers and assistant professors advanced training on how to teach entrepreneurship. All of these educators committed to become ambassadors of entrepreneurial learning in their respective institutions, thus ensuring a multiplier effect.
    Creative, innovative pedagogical materials were prepared to be used in the classroom. Work on real business cases is one of the most effective ways to learn about entrepreneurship, but this method is not yet sufficiently widespread, and very often case studies are imported from the United States and do not have a local, European dimension. Thanks to this initiative, 88 new case studies were created, all based on European businesses.
    Seven new projects aim to address some of the main obstacles that still stand in the way of increasing entrepreneurship education and student participation, such as:
        training primary, secondary and higher education teachers, because qualified teachers are the largest bottleneck in providing entrepreneurship education;
        creating a European online platform for educators to facilitate peer coaching, mentoring and advising to broaden support and exchanges beyond national borders;
        developing new methods and indicators to assess entrepreneurial skills acquired by students.

Among the project coordinators and partners are some of the most important players in the field, like leading universities in entrepreneurship, NGOs and research institutions.


Higher Education / Bangladesh: Connecting Minds in Higher Education
« on: December 31, 2014, 09:57:19 AM »
Bangladesh: Connecting Minds in Higher Education


* Tertiary education in Bangladesh faces many deep-rooted and intertwined challenges.
* The Higher Education Quality Enhancement Project (HEQEP) aims to improve learning and research in the tertiary education sector.
* The project has promoted academic innovation in universities through a competitive funding mechanism, connected universities to     global networks and established a fully operational digital library facility.

Enhancing the quality and relevance of higher education is currently one of the issues at the top of the government’s agenda. The Higher Education Quality Enhancement Project (HEQEP) aims to bring forth both innovation and accountability within universities and lay the foundation for better learning and research in the tertiary education sector.


Tertiary education faces many deep-rooted and intertwined challenges. Bangladesh apportioned about 2.1% of its GDP to education, but just 0.12% was allocated to tertiary education – a very low share by any standards. Low levels of funding leaves little money for investing in research, labs, equipment, computers, books or electronic journals, and infrastructure maintenance for improvement of teaching, learning and research.

An effective mechanism to link universities’ research and industry and business, whether at home or abroad, is still absent. Weak connectivity and inadequate ICT penetration in the higher education institutions limit knowledge exchanges and research collaborations amongst academic communities at home and with international peers. Finally, there was a lack of an appropriate funding mechanism to encourage basic and applied research in the universities.


HEQEP promotes academic innovation in both public and private universities through a competitive funding mechanism, known as the Academic Innovation Fund (AIF). The AIF aims to establish enabling conditions to enhance the quality and relevance of teaching, learning and research in universities; and introduce efficient instruments for the allocation of additional public funds to universities with an emphasis on innovation and accountability. It has clear selection criteria and allocates resources through three competitive windows: improvement of teaching and learning, enhancement of research capabilities, and university-wide innovations.

The AIF also promotes self-assessment of 25 academic programs in 15 universities as a first step towards the establishment of quality assurance mechanism for the tertiary education sub-sector. So far, 194 grants have been awarded to 27 public universities and two private universities. Ninety-six grants were given to revamp teaching and learning and help universities carry out self-assessments, 73 to enhance research capabilities and 25 grants for the establishment of institutional and library automation, campus network, improvement of laboratory facilities, and refurbishment of training institutes.

The project has established the Bangladesh Research and Education Network (BdREN) to provide universities high speed dedicated connectivity. This enables teachers, researchers and students to access the latest knowledge and to engage in collaborative research across institutions of higher learning within the country and abroad. BdREN is also connected to global networks in Eurasia (TEIN 3), USA (Internet 2), Ireland (HeaNet), Continental Europe (GEANT 2), and Asia-Pacific region (APAN).

A fully operational digital library facility, the UGC Digital Library (UDL), has also been established with 34 public and private universities. The UDL subscribes to electronic-resources from acclaimed international electronic journals such as ACM, Emerald and JSTOR. The project also aims to enhance transparency and accountability in the use of public resources and to build the management and institutional capacity of the higher education sector.

Results in Numbers

    194 academic innovation grants awarded to 27 public and two private universities.
    4 public universities and UGC connected through BdREN.
    15% of students and faculty members with advanced internet connectivity.
    28 public and 6 private universities accessing research databases and peer reviewed journals through UGC Digital Library (UDL).

Towards the Future

On February 2014, the government of Bangladesh signed an agreement worth $125 million in additional financing for the ongoing HEQEP. The additional financing will continue to support enhancement of quality and relevance of higher education by promoting academic innovation through the Academic Innovation Fund. The additional financing will also continue to bring accountability and set up better research facilities in public and private universities.


Trade Mark Registration / Trade Marks Act-2009
« on: December 30, 2014, 04:16:35 PM »
Please find the 'Trade Marks Act-2009' at the below link:

Intellectual Property Right / GI Act-2013 Gazette
« on: December 29, 2014, 03:51:46 PM »
GI Act-2013 Gazette

Economy / Indicators of Bangladesh Economy (2010-11 to 2013-2014)
« on: December 29, 2014, 03:31:07 PM »
Indicators of Bangladesh Economy (2010-11 to 2013-2014)

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