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Whither Policy Reforms In Education Lessons And Challenges  Unnayan Onneshan has organized a two day conference on education in March 2008. The present Anthology of a total of 19 articles is a subsequent product of the conference. Topics of the anthology relate to colonial and post colonial political issues. It also aims to convert education into a discourse. Policy related issues are also selected to represent a critical analysis of the education policies from the point of proper implementation to meet desirable success.
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Pathshala
Vol-1, issue-1, May’2008  Pathshala is a regular publication of education section of Social Policy Unit, Unnayan Onneshan. Pathshala wants to enhance the existing analysis, discussion and critique on the discourse of neo-liberal education system, questions it and shows its limitation. This issue of Pathshala criticizes the neo-liberal project of reforming primary education of Bangladesh. It shows its limitations and its impact on our education system. It also suggests some policy reforms to achieve a more people oriented education system.
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Primary Education in Bangladesh
Streams, Disparities and Pathways for Unified System  This study provides an in-depth investigation into the overarching disparities existing in our primary education system through studying input-output linkages in different streams of primary education system and tries to develop clear pathway of linking different streams for a sustainable uniform quality education in Bangladesh. Its perspectives are built around questioning the intrinsic value of education and its outcome in different streams.
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SCALING UP Gender Equality in Primary Education in Bangladesh  Gender equality has received widespread attention in recent development discourse. The gender equality has often been reduced to numerical parity at the behest of projecting donor’s aid effectiveness and successes of government’s political expediency. The present report contends that view, argues that gender equality is not coherently assimilated neither by the current theoretical trends in education nor by the practices of the formal and informal systems, and provides conceptual clarity.
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