The challenge Bangladesh faces is how to become a learning society and to ensure that its citizens are equipped with the knowledge, skills and qualifications on information and communication technology (ICT) they will need in the next century. ICT revolution imposes particular challenges on education systems in Bangladesh. These challenges reduce to three broad areas. The first has to do with participation in the information society, the second considers how ICT impacts on access, cost effectiveness and quality of education, while the third is to dowith the way that ICT changes the education process.
However, ICT is contributing to everincreasing inequalities in Bangladesh through the so-called “digital divide” that splits the Bangladesh between those who are “ICT-literate” and the majority who are not and most of the women have no access to a computer and the Internet. A series of factors, including literacy and education, language, time, cost, geographical location of facilities, social and cultural nor ms, and women’s computer and information search and dissemination skills constrain women’s access to information technology.
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