**10. Policy recommendations for Bangladesh**

If the school achievement levels are to rise up to a certain standard then appropriate teacher education and training must be available for all teachers. It seems clear that there should be some sort of school-based professional development programme through technology enhanced open and distance learning such as multi-media player. However, children's 'cognitive achievement […] increases as school expenditure, teacher education and school facilities are enhanced' (UNESCO 2005b, 228). Therefore, Bangladesh needs to invest more on teacher education including school-based technology enhanced teacher training, to provide quality education for its citizens.

The status of teachers in the community as well as the professional world and their involvement in policy development and implementation are as important as their academic qualification and training. Countries which perform well in offering quality education to their citizens have placed a high value on teacher education and CPD as well as social networking (UNESCO, 2005b). Teachers also enjoy high status in those countries.

In the context of Bangladeshi educational culture where education is seen as 'simple memorisation for an examination by both teachers and parents' (Banks 2009, 7) it is very difficult to bring changes in practice without making changes in policy and curriculum. As an emergent economy, 'the relevance of education to everyday life is paramount' (Banks 2009, 7) in Bangladesh. So Bangladesh needs to focus on these issues to achieve the EFA and MDGs targets as well as strengthening its economy by developing its human resources. The lessons learned in Bangladesh can be adapted to language education in both global southern and northern countries alike.
