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 Bangladeshs 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 Bangladeshs 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 Bangladeshs 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-theground 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 learning
and 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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May 2014

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 its 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. Bangladeshs 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 childrens 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 arent actively advocating for engagement or funding with decision-makers.
Without ongoing advocacy, those with a louder voice are prioritized.

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May 2014

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 countrys upazilas, right now
braches exist only in district centers. The Shishu Academy also has childrens library branches in
most districts. Even in the district centers, childrens mobility is limited most parents wouldnt 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 childrens public library
systems are not receiving up-todate 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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May 2014

Digital Bangladesh presents considerable opportunities in bringing technology into the countrys
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 others activities and explore ways to leverage each others
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 muchneeded 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 Saves 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 Saves early literacy
program
further details on activities and a list of some initial options to kickstart discussion about followon 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 better
equipped to support Bangladesh literacy goals

Potential cooperative initiative outline and structure

Objective: Produce a sustainable model for childrens services in support of early literacy through public
and community library systems that reaches village level. Focus content on both improving childrens
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 Accesss matching funding policies, a breakdown of resources contributed
might look as follows:
Beyond Access
convene curriculum design
to produce module

Save the Children

support vision forum (25-30
participants in Dhaka)

Others
childrens tablets from ICT
Division for distribution to 25

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Childrens 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
childrens 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 support
investments 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 Public
Libraries, others

Activity
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 Library
Association 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.

Notes
Should be the first step in any project,
and be tied to follow-on activities that
integrate ideas and proposals from
participants.

B) Map and geocode existing libraries around Bangladesh,

including all the different types of libraries listed in the
attachment. Publish in cooperation with Department of
Public Libraries on a public website.

British Council is expected to begin work

on a detailed landscape study. With
cooperation, this could possibly be the
first step.

East-West Universitys 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
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 the
Library 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

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.

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 childrens collections at
participating libraries.
IREX has some tools that might be
adapted for Bangladesh.

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.
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 own
app of a children's book (simple tools available)

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.

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
(nikhanjs@gmail.com)
Main takeaways: Mr. Khan appeared very willing to engage on projects related to technology, literacy
and libraries. He has 1 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. Cant 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 within 8 months, but its 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 (shafiqul.islam@roomtoread.org)
Shah Alam, Director, Literacy Program (shah.alam@roomtoread.org)
Abdus Samad, Program Officer, Instructional Design & Teacher Support
(abdus.samad@roomtoread.org)
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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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 (dg.dpl.2012@gmail.com)
Khondkar Asif Mahtab, Assistant Librarian, Department of Public Libraries (pavelbdontop@yahoo.com)
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. The
main 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 childrens 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 2500
readers/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 (razinaalam_999@yahoo.com)
Main takeaways: The Shishu Academy is a
network of childrens 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
childrens 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 Departmentsponsored 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, safiqul.i@brac.net
Helaluzzaman Howlader, Programme Manager, Education, heleluzzaman.h@brac.net
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, of the income from which goes to the librarian, goes to library
maintenance.
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 BRACs 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 childrens 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
cant 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
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
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 (biswasranjit1956@gmail.com)
Asim Saha, Director, National Book Centre (granthokendro@yahoo.com)
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 dont 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: its hard to reconcile the
different numbers weve 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 Its difficult for people to visit the NBCs facilities because of traffic, and nearly
impossible for children.
o The NBC doesnt have a car to visit libraries, so monitoring is difficult. Their budget is
very low they would like to visit libraries, but cant. 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) (mahsarwar@a2i.pmo.gov.bd)
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 Bangladeshs ICT4D initiatives is to provide service to the doorstep so people dont
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 havent 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
(aasayeed78@gmail.com)
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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May 2014

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. (Cant 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 shouldnt 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 dont 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 (mofidul_hoque@gmail.com)
Ahmed Madmudul Haque, Director, Book Village Bangladesh (mowlabrothers@gmail.com)
Main takeaways: The CBDS is an association of publishers. Mofidul Haque was the most knowledgeable
person about the countrys library system that we met even more so than the director general of
public libraries. He shared a vision for reforming and modernizing the countrys public library system
that would include redefining the role of the librarian, encouraging community outreach and introducing

Beyond Access Bangladesh Assessment Report

May 2014

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 had
libraries 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 dont 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 (dilara.lab@gmail.com)

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May 2014

Nafiz Shuva, Assistant Professor, Department of Information Science & Library Management
(nafiz_z@hotmail.com)
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 (asdhqd@gmail.com)
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
(syedmobnu@gmail.com)
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 didnt 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 Public
Library). 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 childrens resources or activities.
Relevant notes:
Beyond Access Bangladesh Assessment Report

May 2014

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 dont 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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May 2014

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 childrens 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 Report

May 2014