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Asian Centre for Inclusive Education

Profile of Professor M. Tariq Ahsan, PhD

Profile of Professor M. Tariq Ahsan, PhD

Profile Web: http://www.du.ac.bd/faculty/faculty_details/IER/909
Google Scholar: https://scholar.google.com/citations?user=NYMZExIAAAAJ

Mohammad Tariq Ahsan has been working at the Institute of Education and Research (IER) of the University of Dhaka since 2001. Tariq completed his PhD on teacher preparation for inclusion in education from Monash University, Australia in 2015 under the Australian Government’s prestigious Australian Leadership Awards (ALAs) proogramme. He did a Master’s from the Flinders University of South Australia in 2004-05 under the Australian Development Scholarship (ADS) programme. He has another Master’s on Education and a Bachelor of Education (Honours) degree with high achievement and merit position from the IER, University of Dhaka. Tariq served as the Chairman of the Department of Special Education and Inclusion at IER, University of Dhaka in 2006-2007. Though Dr. Ahsan’s academic career is based in Bangladesh, he put his footsteps regionally and internationally in the areas of Educational Change and Pedagogical Reform towards transformative skills, Digital Transformation in Education, Equity and Inclusion in education, and Teacher preparation for futuristic education through his research, teaching, policy reform initiatives, advocacy and networking. Dr. Ahsan’s diversified career journey represents some unique and solid contribution in the areas of-

  • Educational Transformation for ensuring equity and inclusion
  • Curricular and Pedagogical Transformation
  • Contribution in SDGs, Global Citizenship Education (GCED) and Education for Sustainable Development (ESD)
  • Contribution in Education in Emergencies (EiE) and ECCD
  • Teaching Contributions
  • International Leadership and Collaboration through development of regional academic and research platform
  • Editorial Roles in International Journals and Publications
  • Significant Research and Publication Contribution
  • Popular International Speaker on equitable Educational Transformation
  • Documentation of Bangla Sign Language/Alternative Communication
  • Administrative and Membership Roles and Affiliations
  • Academic Research Co-Supervision and Examination
  • Achievements of International Recognition and Awards

Educational Transformation for Equity and Inclusion

One significant area of Tariq’s expertise is educational transformation for ensuring equity and inclusion in education in the Asia Pacific region and beyond. He is one of the pioneers who promoted the concept of educational transformation for equity and inclusion in Bangladesh and Asia-Pacific Region. Tariq is also contributing at the Asian regions and international levels through various initiatives. He is the Secretary General of the “Asian Centre for Inclusive Education” and through this platform he organized six successful international conferences in the Asia Pacific Region and in North America. As a Gender and Inclusion expert in the IER, Dhaka University, Tariq was the significant contributor in applying and winning the funding of 1,196,300 CAD for a Five Country (Bangladesh, Bhutan, Nepal, Vietnam and Timor-Leste) collaborative research project in 2021 titled “Impact of Gender and Inclusive Pedagogies (GIP) on Student Participation and Learning Achievement at Secondary School during the Pandemic and Beyond”.  Dr. Ahsan was engaged in preparing University faculty of those five countries on transforming education through GIP approach. Tariq was involved in an international project on “Inclusive Education in Asian Countries‟ at Monash University, Australia that was funded by the AusAID. Tariq is the founding editor of an international journal titled “Asian Journal of Inclusive Education”. Since his very early career Tariq played an important role as the ‘Co-Convener of the Inclusive Education Core group’ and worked with the UNESCO Regional office in Bangkok for developing the Inclusive Learning Friendly Environment (ILFE) toolkit for the teachers for the Asia-Pacific region. He developed the Conceptual Frame for Inclusive Education for the Bangladesh Government’s Primary Education Development Programme phase-3 (PEDP 3) in collaboration with UNICEF and played role of an advisor in the PEDP 4 in collaboration with USAID. Tariq also supported many international NGOs (i.e. Plan International Bangladesh, Save the Children, CBM, VSO, ADD, ActionAID Bangladesh) and many national NGOs (i.e. BRAC, CDD, CSID, DRRA, CRP, Sisimpur) for promoting equity and inclusion in education. These contributions raised a huge amount of national, organizational and development partner/donor funding in Bangladesh.

 

Curricular and Pedagogical Transformation

Dr. M. Tariq Ahsan was engaged in the National Curriculum development process in various ways. He intensively worked on this issue, being a member of four important and holding the position of the Lead Advisor of the whole transformation process with support from UNICEF. This transformation process reformed the traditional teacher-centred pedagogical approaches to the experiential learning-based learner-centred pedagogical approaches from pre-primary to Grade XII. Tariq’s such leadership contributions assisted country’s whole educational system transformation and made a centrally controlled system to a community-focused contextual system that opened multiple options for learning and expression of learning as per learner’s abilities, strengths and needs. Hence, the assessment process was transformed to formative approaches for measuring transformative competencies replacing the paper-pencil test focused summative assessment process. Besides, he played an important role in digital transformation of education system in Bangladesh by introducing Digital Technology subject considering the context of high-tech/low-tech/no-tech situation of educational institutions in Bangladesh. Dr. Ahsan conducted a series of policy research through which, development partners designed their country programme for educational collaboration with the Government of Bangladesh. Dr. Ahsan, being the team lead of a UNDP study on exploring the student perspective of Micro-credentials in Tertiary Education in Bangladesh provided evidence-based recommendations for transforming the tertiary education in Bangladesh. Based on this study, UNDP designed their work plans for contributing to Tertiary education curriculum in Bangladesh. He also conducted a study for Online Pedagogy of Selected Platforms in Bangladesh who are providing digital education in 2020 for a Japanese investor. For JICA, Dr. Ahsan conducted a Study on the Bangladesh Higher Education Sub-sector to explore potential JICA Projects. Based on this study JICA designed their tertiary education transformation investment projects in Bangladesh. All the above roles raised a huge amount of national and development partner/donor funding in Bangladesh. In addition to national roles, Dr. Ahsan was involved in developing several curriculums for teacher education at different layers of education. Such initiatives include:

  1. Bachelor of Education Programme Curriculum of Bangabandhu University of Digital Technology, Dhaka, Bangladesh.
  2. Bachelor of Speech Therapy Course. Bangladesh Health Professionals’ Institute, CRP, Dhaka, Bangladesh
  3. Curriculum development of Bachelor and Masters programme on Special and Inclusive Education, PISER, Bangladesh University of Professionals (BUP).
  4. Curriculum Development of Bachelor (Hons.) and Masters Programme on Education, IER, University of Dhaka, Bangladesh
  5. Curriculum Development of DPEd. Programme. NAPE, MoPME, Govt. of Bangladesh
  6. Curriculum Development on Inclusive Education Training, AIEC, DPE, MoPME.
  7. Curriculum Development on Inclusive Education, SEND programme, PEDP 4, MoPME.

 

Contribution in SDGs, Global Citizenship Education (GCED) and Education for Sustainable Development (ESD)

Tariq has extensive training on Global Citizenship Education (GCED) from the Asia-Pacific Centre of Education for International Understanding (APCEIU), UNESCO in South Korea. He is one of the forerunner experts of SDG Goal 4 and GCED initiatives working in the Asian region.

  1. National Lead (2016-17). A comparative international study on coverage of SDG 4.7, GCED in the Curriculum Contents in 20 Asian countries. Lead by MGIEP, India and UNESCO-Bangkok.
  2. Member and Focal Person in Bangladesh (2019 ongoing). GCED Network by APCEIU, UNESCO-South Korea.
  3. Member (2019 to till date). GCED Regional Network managed by UNESCO-Bangkok.
  4. Advisor (2019). GCED Survey in the Asia Pacific: Bangladesh Context. by NCTB.
  5. Member (2017-18). Technical Committee on SDG 4 framework Development by Bangladesh National Commission for UNESCO, MoE.
  6. Team Leader (2018). Review of Education Policies and Plans to Identify the Priority Aspects for Inclusion in line with SDG 4 in Bangladesh, UNESCO Dhaka.
  7. Team Leader (2022). Learning for Empathy (SDG 4.7): Teacher Exchange and Support Programme through Experiential Learning. Organized by MoE and UNESCO.
  8. Team Leader (2019-2022). Learning for Empathy (SDG 4.7): Teacher Exchange and Support Programme through Experiential Learning. Organized by DME and UNESCO.
  9. Lead Reviewer and Facilitator (2021-2024). Review of National Academy for Educational Management Approaches for mainstreaming GCED, ESD and SDG 4.7. Organized by NAEM, MoE.

 

Contribution on Education in Emergencies (EiE) and ECCD

Dr. M. Tariq Ahsan was engaged as a Technical Committee Member (2017 to 2018) in the Development of a learning framework for the forcefully displaced Myanmar Nationals (FDMN), popularly known as Rohiyanga population, in Bangladesh that was organized by UNICEF & UNHCR Bangladesh immediately after the Rohiyanga displacement happened in 2017. Based on that Learning Framework education of FDMN is going on till to date. Dr. Ahsan was also a Review Team Member (2019) of the Textbooks and learning materials developed by UNICEF Bangladesh for the displaced Rohiyanga children in Bangladesh. Tariq Ahsan also conducted an intensive study on the stakeholder’s perception about learning challenges and equity and inclusion during COVID-19 in Bangladesh. He is also the Lead author of a Bangla book on “Post Covid Education and Teaching Learning Strategies”. Later, Dr. Ahsan he also led a study on the ECCD model applied by the VSO Bangladesh for the displaced Rohiyanga children in Bangladesh.

Dr. Ahsan also has significant contribution in ECCD issues at National level in Bangladesh. He was a Technical Committee Member (2015 to 2016) of development of a significant milestone known as the Early Learning Development Standard (ELDS) in Bangladesh initiated by the Ministry of Women and Children’s Affairs. He was also engaged as a member of the committee in the development of the Operational Framework of ECCD policy for the Government of Bangladesh. Besides, he was a Technical Committee Member (2018-19) of the Development of a Standardized Adolescent Empowerment Package. MoWCA. Dr. Ahsan also conducted a study as a team lead on ‘Mapping of Approaches and Sustainability Analysis of Community based Child Care Centers in Bangladesh’ in 2019.

Teaching Contributions

Dr. Ahsan has 24 years teaching experiences at undergraduate and postgraduate levels in different tertiary level institution in Bangladesh and in Australia. He teaches Inclusive education, Future Education, Special Education, Education Psychology, Gender Education, Educational Research, Curriculum Development, Disability Inclusion, Global Perspective in Education, Educational Change, Education in Emergencies, Global Citizenship Education, Teacher Education, Teaching Students with Sensory Disabilities, Simulation and Microteaching courses. He regularly teaches these courses in different Universities and colleges in Bangladesh, visits Indian Universities also taught in Nossal Institute for Global Health, University of Melbourne, Victoria, Australia. The following table provides a summary of my teaching expertise based on my academic and professional backgrounds.

 

Personal Academic Expertise and Professional Experiences for Teaching
Educational Transformation for Equity and Inclusion Curriculum Transformation

Transformative pedagogy and assessment

Digital transformation for equity and inclusion in Education

Teacher development for equity and inclusion

Innovation and Development in Education

Organization and Management in Education

Education in Global Perspective

Foundations of Education

Gender Education

Education in Emergencies

Future Pedagogy and Equity and Inclusion in Education

Global Citizenship Education

Education for Sustainable Development
Special Education Educating Children with Special Educational Needs

Transition Education

Gifted Education

Numeracy, Literacy and Learning Difficulties

Children with Sensory Disabilities

Audiology in Education

Alternative Communication
Educational Psychology Child and Adolescent Development

Speech, Language and Communication Development

Guidance and Counselling

Applied Psychology
Educational Research Approaches to Educational Research

Evaluation and Measurement in Education

Thesis Supervision in Education

 

International Leadership and Collaboration and Entrepreneurship

Dr. M. Tariq Ahsan has established an voluntary technical platform known as Asian Centre for Inclusive Education (ACIE), Bangladesh, where academics from Bangladesh, India, China, Japan, Pakistan, Australia, Canada, USA, UK are collaborating together to promote educational reforms for ensuring equity and inclusion in developing countries through awareness raising activities (i.e. publications), conducting research, advocating with the Governments through dialogue and seminars, developing networks through international conferences etc. Academics are representing the universities in ACIE include, University of Dhaka, SP Pune University, Cambridge University, UK; Monash University, East China Normal University, University of Concordia Alberta, Canada; and University of Massachusetts Boston, USA. As the secretariat of ACIE is in Bangladesh, this platform has provided opportunity to work intensively in Bangladesh on educational reforms and represents Bangladesh internationally. Dr. Tariq Ahsan, under the banner of ACIE, regularly organizes international conferences and seminars on educational reforms for equity and inclusion, which has now been an iconic event for researchers and academicians around the world. So far, six international conferences are being organized successfully in Bangladesh, India, and USA, where 300-400 participants from 20-30 countries presented their papers.  The following table provides some other international collaboration and leadership roles of Dr. Ahsan.

Sl. Period Description of the Responsibility
1 October 2020-June 2023 Gender and Inclusion Expert and Technical Proposal Developer. Gender and Inclusive Pedagogy Expert, International Collaborative Research of IER, Dhaka University for applying for the KIX Global Partnership for Education through five country collaboration (Bangladesh, Nepal, Bhutan, Vietnam, Timor-Leste), funded by IDRC, Canada.
2 May-June 2021 Inclusion Expert for CBM Global, Netherlands. Development of a project for disability inclusive community let education during Covid 19.
3  January-November 2018 Co-Organizer: Amar Jyoti Charitable Trust, Delhi, India & Asian Centre for Inclusive Education (ACIE). 5th International Conference on Equity and Inclusion, Delhi, India,28-30 Nov. 2018.
4 July-September 2017 Co-Organizer: University of Massachusetts, Boston, USA & ACIE, Organized an International seminar on Inclusive Education held in University of Massachusetts, Boston, USA on 29 September 2017.
5 2016-2017 National Lead (2016-17). Conducting a comparative study in 20 Asian countries on SDG 4.7. MGIEP, India and UNESCO-BKK.
6 September- November 2011 Guest Lecturer, Education and Learning Unit, Nossal Institute for Global Health, University of Melbourne, Victoria, Australia.
7 October 2010-February 2011 Organizer: Faculty of Education, Monash University, Australia

Role: Member, Organizing Committee, Symposium on Inclusive Education in Asian Countries, 7-23 Feb 2011, held in Monash University, Australia. 06 countries participated.
8 19 August 2008 to 16 Sep, 2008 Education Officer Intern, Dept. of Education & Early Childhood Development, Eastern Metropolitan, VIC, Government of Australia
9 November-December 2004 Team Member (2004). Embracing Diversity: Toolkit for Creating Inclusive Learning Friendly Environment for the Asia Pacific Region. UNESCO-Bangkok.

 

Editorial Roles in International & National Journals and Publications

Dr. Ahsan initiated an international double blind peer reviewed journal in 2013, known as the Asian Journal of Inclusive Education (AJIE), focusing on issues related to equity and inclusion in Asia and beyond. This year, the AJIE journal is celebrating its 12th year of successful publication journey. AJIE aims to offer a regional and international platform to conduct a multidisciplinary strategic dialogue on educational reforms for equity and inclusion for educationists, teachers, policy makers, researchers, and other interested professionals. This journal is contributing to creating, accumulating, and disseminating new knowledge in educational reform and representing Bangladesh internationally. Furthermore, Dr. Ahsan has vast role in editorial services in various international publications that include:

  1. Founding Editor (2013 onwards). Asian Journal of Inclusive Education (AJIE). An international double blind peer reviewed journal focusing on issues related to inclusive education in developing countries in Asia and beyond. ISSN 2304-1188 (Print), ISSN 2307-1087 (Online); web: http://www.ajiebd.net/
  2. Scientific and Editorial Board Member (2020-2023). Studies in Special Education. An international peer reviewed journal published by the University of Prešov in Prešov, Slovac Republic.  ISSN 2585-7363 (print) and ISSN 2730-0951 (online).
  3. Editorial Board Member (2017 onward). Asian Education Studies, An international peer reviewed journal ISSN 2424-8487(Print) ISSN 2424-9033(Online). Available at http://journal.julypress.com/index.php/aes/about/editorialTeam
  4. Associate Editor (2012). International Journal of Interdisciplinary Social Sciences (IJISS), Vol. 6. Issue 8 & 10. Published by the Common Ground Publishers, University of Illinois, USA.
  5. Reviewer (2018). An Edited Book Titled “Engaging in Educational Research: Revisiting Policy and Practice in Bangladesh”, [Eds. Chowdhury, Sarker, Mojumder & Roshid] published by Springer Nature Singapore.
  6. Reviewer (2016 onward). International Journal of Inclusive Education, Published by Taylor & Francis & Routledge.
  7. Editor (2013). A photograph Supplements a Thousand Words: Zooming into the Inclusion Scenario of Bangladesh. Souvenir published for the Photography exhibition event for celebrating the International Day of Persons with Disabilities 2013, Dhaka: IISB. ISBN 978-984-33-6127-1
  8. Editor (2018). Equity: 12 years journey of Asian Centre for Inclusive education. Dhaka: ACIE. ISSN 978-984-34-5449-2 (print) 978-984-34-5450-8 (online).
  9. Editor (2017). Inclusive education is good: But how to do it? [Conference proceeding] ISBN 978-984-34-1776-3.
  10. Editor (2016). Achieving Inclusive Education through Post EFA Goals 2015 – How Far are We? [Eds. Conference proceeding] ISBN 978-984-33-8459-1.
  11. Editor (2013). Conference Proceeding of International conference on Inclusive Education. Organized by the ACIE, 15-17 February 2013, Dhaka, Bangladesh. ISBN 978-984-33-7230-7
  12. Editorial Board Member (2010). Scientific Committee on International Conference on Child-friendly Inclusive Education, 7-8 January, 2010, IER, University of Dhaka.
  13. Editorial Panel Member (2020). Primary Education Journal, Vol 11, No. 1; 2020, Published by National Academy for Primary Education (NAPE).
  14. Associate Editor (2007). Teacher’s World, Vol. 30-31, published by IER, Dhaka University.
  15. Associate Editor (Since 2006 till to date). Inclusion Newsletter: Bangladesh, ACIE, Dhaka, Bangladesh. ISSN 2227-9571 (Online) ISSN 2227-9318 (Print).

 

Significant Research and Publication Contribution

Dr. M. Tariq Ahsan has conducted a significant amount of research on educational reforms, equity and inclusion, gender, EiE, SDGs, ECCD, TVET, Higher Education, Special Educational Needs and many other issues. He conducted a situation analysis study on education for children with special educational needs for Asian Development Bank for designing the country priority areas for Bangladesh. designing Many of those research studies are groundbreaking and pioneer in the context of Bangladesh. He has more than 100 publications in different forms based on his research studies. His works are published in World’s prestigious journals and publishing agencies including Cambridge Journal of Education, Oxford Encyclopedia. Due to his wide range of contributions in knowledge generation.

  1. Journal Publications: International
  2. Ahsan, M. T., Shaukat, S. & Islam, T. (In review). Teacher Educators’ Intentions, Concerns and Perceived Efficacy to Teach Students with Diverse Needs in the Context of United Arab Emirates. International Journal of Inclusive Education.
  3. Islam, T., & Ahsan, M. T. (2022). Attitudes of English medium schoolteachers in Bangladesh towards inclusive education: Challenges and possible solutions. International Journal of Whole Schooling, 18(2), 54-87.
  4. Ahsan, M., & Malak, M. (2020). Teaching efficacy and inclusive practices in Asian countries. In The Oxford Encyclopedia of Inclusive and Special Education. Oxford University Press. https://doi.org/10.1093/acrefore/9780190264093.013.1227
  5. Ahsan, M. T. & Sharma, U. (2018). Pre-service teachers’ attitudes towards inclusion of students with high support needs in regular classrooms in Bangladesh. British Journal of Special Education, 45(1), 81-97. DOI: 1111/1467-8578.12211
  6. Ahsan, M. T (2017). Challenges of inclusive educational reforms in Asian Countries. Asian Journal of Inclusive Education (AJIE), [editorial], 5 (1), 1-3.
  7. Ahsan, M. T (2016). Achieving quality education for all: It is all about embracing diversity to ensure equity and inclusion into education. Asian Journal of Inclusive Education, [editorial], 4 (1), 1-3.
  8. Ahsan, M.T. (2015). Theory of planned behaviour as a potential framework for predicting teachers’ performances in inclusive classrooms: A review. Bangladesh Journal of Educational Research, 1(2), 1-11.
  9. Ahsan, M. T. (2015). Teachers’ perspective of inclusive education: A central agenda for successful implementation. Asian Journal of Inclusive Education, 3(1), 1-2.
  10. Ahsan, M. T. (2014). Pre-service teachers’ self-efficacy: improving teacher effectiveness in inclusive classrooms. Bangladesh Education Journal, 13(1), 39-50.
  11. Ahsan, M. T. (2014). Inclusive Education: A strategy to address to ensure equal right to education. Asian Journal of Inclusive Education, 2(1), 1-3.
  12. Ahsan, M. T. (2014). Inclusive Education: A strategy to address to ensure equal right to education. Asian Journal of Inclusive Education, 2(1), 1-3.
  13. Ahsan, M. T., Deppeler, J., & Sharma, U. (2013). Predicting pre-service teachers’ preparedness for inclusive education: Bangladeshi pre-service teachers’ attitudes and perceived teaching-efficacy for inclusive education. Cambridge Journal of Education, 43 (4), 517-535. DOI:10.1080/0305764X.2013.834036
  14. Ahsan, M. T. & Mullick, J. (2013). The journey towards inclusive education in Bangladesh: Lessons Learned. Prospects, 43(2), 151-164.DOI 10.1007/s11125-013-9270-1
  15. Ahsan, M. T. (2013). Inclusive Education in developing countries: anticipating louder voice based on the contextual research studies. Asian Journal of Inclusive Education, 1(1), 1-2.
  16. Ahsan, M. T., Sharma, U., Deppeler, J. (2012). Exploring pre-service teachers’ perceived teaching-efficacy, attitudes and concerns about IE in Bangladesh. International Journal of Whole Schooling, 8(2), 1-20.
  17. Ahsan, M. T., Sharma, U., Deppeler, J. (2012) Challenges to prepare pre-service teachers for inclusive education in Bangladesh: beliefs of higher educational institutional heads. Asia Pacific Journal of Education (APJE), 32(2); 1-17. Available at:DOI: 1080/02188791.2012.655372
  18. Ahsan, M. Tariq & Burnip, L. (2007). Inclusive education in Bangladesh. Australasian Journal of Special Education (AJSE). 31(1), 61-71. DOI: 10.1080/10300110701255807

 

  1. Journal Publications: National
  2. Tahsein, S. S. & Ahsan, M. T. (2016). Four-year B.Ed. (Honours) students’ attitude towards inclusive education in Bangladesh. Primary Education Journal, 9 (1), 27-49.
  3. Ahsan, M.T. (2015). Theory of planned behaviour as a potential framework for predicting teachers’ performances in inclusive classrooms: A review. Bangladesh Journal of Educational Research, 1(2), 1-11.
  4. Ahsan, M. T. (2015). Importance of early identification and early intervention for ensuring participation of children with disabilities in inclusive education in Bangladesh (In Bangla).  Bangladesh Shiksha Samoieky, Year 12, Vol1, 23-29.
  5. Johora, F. T. & Ahsan, M.T. (2015). Headteachers’ understanding about inclusive education from the perspective of disability: A case of some selected schools in a district of Bangladesh. Bangladesh Journal of Educational Research, 1(1), 75-90.
  6. Ahsan, M. T. (2014). Pre-service teachers’ self-efficacy: improving teacher effectiveness in inclusive classrooms. Bangladesh Education Journal, 13(1), 39-50.
  7. Ahsan, M. T. Hossain, I. & Siddik, A. B. (2014). Proposed draft education act 2013 and inclusive education: an analytical review and recommendations (In Bangla). Bangladesh Shiksha Samoieky, Year 11, Vol 1, 22-41.
  8. Johora, F. T. & Ahsan, M. T. (2014). Importance, probability and recommendations regarding inclusive education in pre-primary education in Bangladesh (In Bangla). Bangladesh Shiksha Samoieky, Year 11, Vol 1, 50-59.
  9. Ahsan, M. T., Sharma, U., Deppeler, J. (2011). Beliefs of pre-service teacher education institutional heads about inclusive education in Bangladesh. Bangladesh Education Journal, 10(1), 9-29.
  10. Azam, S., Ahsan, M. T. & Syed, A. (2010). Prevalence of children with special needs in the government primary schools of Bangladesh. NAEM Journal, 5(10), 89-95.
  11. Ahsan, M. Tariq (2010). Inclusive education and the national education commission 2009: A review and some recommendations (In Bangla). Bangladesh Shiksha Samoieky, 7(2), 55-65.
  12. Ahsan, M. Tariq (2009). Interagency cooperation and collaboration: How much it is Important for Ensuring Participation of Children with Special-needs in the Mainstream Primary Education in Bangladesh? Teachers’ World, Vol 33-34, p. 167-176.
  13. Azam, S., Ahsan, M. T. & Syed, A. (2009). Sensory processing for learning development in children with autism spectrum disorder (ASD).NAEM Journal, 5 (9), 40-50.
  14. Azam, S., Ahsan, M. T. & Syed, A. (2009). Second Primary Education Development Program & Inclusive Education (In Bangla). Bangladesh Shiksha Samoieky, 6(2), 21-29.
  15. Ahsan, M. Tariq (2008). Do gifted students underachieve? : Teachers role to identify and reverse underachievement in gifted students. Teachers’ World, Vol 32, p. 43-51.
  16. Ahsan, M. Tariq (2007). The necessity of Parent-Educator-Professional Partnership in Autism Spectrum Disorder. Teachers’ World, Vol 30-31, 35-43.
  17. Ahsan, M. Tariq (2007). Mainstream Education & Children with Special Needs in Bangladesh (In bangla). Bangladesh Shiksha Samoieky, Year 4, Vol 1, 7-14.
  18. Ahsan, M. Tariq (2006). Inclusive education acts and policies in some selected countries including Bangladesh. Bangladesh Education Journal, 5(1), 58-63.
  19. Ahsan, M. T. et.al. (2005). Identification of education provisions for children with hearing impairment in Bangladesh and their practices in reality. Dhaka University Studies, 163-174.
  20. Ahsan, M. Tariq (2005). Education, gender and employment status of people with disabilities in Bangladesh. Teachers’ World, Vol 28-29, 195-204.
  21. Ahsan, M. Tariq et.al. (2005). Participatory national education budget analysis: Children with disabilities. Teachers’ World, Vol 28-29, 155-168.
  22. Ahsan, M. Tariq et.al. (2003). Academic & social integration of hearing-impaired pupils into mainstream educational settings. The Social Science Review. 20(1), 125-140.
  23. Anam, N. & Ahsan, M. Tariq (2002). The feminine dimension of disability. Teachers’ World. Vol 24-25, 111-125.
  24. Ahsan, M. Tariq et.al. (2002). Educating children in difficult circumstances-Children with disabilities. Bangladesh Education Journal, 1(1). 25-44.
  1. Book Chapters: International
  2. Ahsan, M. T. (2025). Mainstreaming the concept of equity and inclusion into Bangladeshi education: What can we learn from the experience? In J. Banks (Eds.), Conversations and key debates in inclusive and special education: Global insights from ‘The Inclusion Dialogue’. University of Dublin: Routledge. Available at: https://books.google.com.bd/books?id=ow1IEQAAQBAJ&lpg=PA1968&pg=PA1992#v=onepage&q&f=true
  3. Ahsan, M. T. (2024). Achieving vision 2041 in Bangladesh: Is it possible without transformation of tertiary education? In A. Chowdhury & U. A. Chowdhury (Eds.). Blended learning in smart education: Perspectives from South Asia. Dhaka: Aspire to Innovate-a2i, Cabinet Division, ICT Division and UNDP. ISBN 978-984-35-5927-2.
  4. Ahsan, M.T. (2023). Global trends of policy reform for educational transformation: Observing the changes from the perspective of equity and inclusion in education. In B. Nanda & Manas K.S. (Eds.), Implementing and execution of NEP 2020 in the light of inclusive education. (pp. 9-14). Delhi: Renova International Publications.
  5. Malak, S.; Ahsan, M.T. and others (2023). Status of secondary teachers’ attitudes towards inclusive education in Bangladesh and Timor-Leste. In B. Nanda & Manas K.S. (Eds.), Implementing and execution of NEP 2020 in the light of inclusive education. (pp. 24-30). Delhi: Renova International Publications. Available at: https://www.researchgate.net/publication/377785466

 

  1. Books and Book Chapters: National
  2. Ahsan, et al. (2022-24). Digital Technology Textbooks for Grade VI to Grade X. Dhaka: National Curriculum and Textbook Board.
  3. Ahsan, M.T. & Bhuiyan, M. R. (2022). Post COVID Education & Teaching Learning Strategies. (Bangla Book). Dhaka: Lipikor Publications. ISBN : 978-984-94600-1-5
  4. Ahsan, M. T. et al. (2017). Nishobdo Bhab Binimoy. [Silent Communication, A book on Bangla Sign Language]. Dhaka: ACIE. ISBN 978-984-34-1777-0
  5. Ahsan, M.T., Hossain, I. & Akther, M. M. (2015). Shikkhok Prossikhon e Ekivuto Shikkhar Proshar: (Inclusion in Teacher Training: Advocacy Guide; Bangla Book). Dhaka: UNESCO-Dhaka, IER, University of Dhaka and ACIE, ISBN 978-984-33-9311-1.
  6. Anam, N. Ahsan, M. T. & Nasima, A. (2011). Hearing impairment: Cause, prevention and development assistance (Bangla Book), Dhaka: CSID,ISBN 978-984-33-3531-9
  7. Anam, N & Ahsan, M. Tariq (2000). Assistive devices for the people with hearing impairment (Booklet in Bangla). Dhaka: Center for Disability in Development (CDD).
  8. Ahsan, M. T. et al. (2017). Shishura Kivave Sekhe [How do children learn? Bangla Book]. Mahmuda Akter (Eds.). Dhaka: Bangla Publishers.

 

  1. Research Reports
  • Ahsan M. T. et al. (2023). Students’, Parents’ and Teachers’ Perception about Equity and Inclusion in Education during COVID 19 in Bangladesh. Dhaka: Save the Children. [Role: Team Lead]
  • Ahsan M. T. et al. (2022). An In-depth study on Online Pedagogy in Bangladesh. Dhaka: NewVision Solutions Ltd. [Role: Team Lead]
  • Ahsan M. T. et al. (2021). Study on Exploring Student Perspective on Micro-credentials. Dhaka: UNDP. [Role: Team Lead]
  • Ahsan M. T. et al. (2021). An assessment study of neuro-development disability (NDD) centres operated by BRAC. Dhaka: BRAC. ISBN 978-984-34-3496-8. [Role: Team Lead]
  • Ahsan M. T. et al. (2020). A Baseline study of the project “Gender Transformative Early Childhood Development”. Dhaka: Plan International. [Role: Team Lead]
  • Ahsan M. T. et al. (2020). Situation Analysis on Special Education for Children with Moderate to Severe Disabilities in Bangladesh. Dhaka: ADB [Role: Team Lead]
  • Ahsan M. T. et al. (2020). End Line Study of the Project- Developing a Model of Inclusive Education in Bangladesh (DMIE) project. Dhaka: Plan International [Role: Team Lead]
  • Ahsan M. T. et al. (2019). Study on the Bangladesh Higher Education Sub-sector to explore potential JICA Projects. Dhaka: JICA [Role: Team Lead]
  • Ahsan M. T. et al. (2019). Study on Mapping of Approaches and Sustainability Analysis of Community based Child Care Centres. Dhaka: Synorgos. [Role: Team Lead]
  • Ahsan M. T. et al. (2019). External Evaluation of Education in Emergency Project for FDMN. Dhaka: VSO. [Role: Team Lead]
  • Ahsan M. T. et al. (2019). The Development of National Skills Framework for Adolescent in Bangladesh. Dhaka: UNICEF. [Role: Team Lead]
  • Ahsan M. T. et al. (2018). Review Study of Education Policies and Plans to Identify the Priority Aspects for Inclusion in line with SDG 4. Dhaka: UNESCO. [Role: Team Lead]
  • Ahsan M. T. et al. (2017). Study on Primary Level Teacher Education for Inclusive Education in Bangladesh. Dhaka: Save the Children International, Bangladesh. ISBN 978-984-34-3496-8. [Role: Lead Researcher]
  • Ahsan M. T. et al. (2017). Exploring the Causes of Dropout of Children with Disabilities in Primary Schools in Bangladesh. Dhaka: DRRA, ACIE & UNESCO Dhaka. [Role: Lead Researcher]
  • Ahsan M. T. et al. (2017). Holistic Approach towards Promotion of Inclusive Education (HOPE). Dhaka: Save the children. [Role: Lead Researcher]
  • Ahsan, M. T. et al. (2016). Teacher education programme in Bangladesh: Inclusiveness for children with disabilities. Dhaka: ActionAid Bangladesh. ISBN 978-984-34-0765-8. [Role: Lead Researcher]
  • Ahsan M. T. et al. (2015). Situation analysis of education of children with disabilities in Bangladesh. Dhaka: Sightsavers. ISBN 978-984-33-8460-7. [Role: Lead Researcher]
  • Ahsan M. T. et al. (2013). Ensuring right to education: An in-depth study on situation of out of school children in selected government primary schools in Bangladesh. Dhaka: Plan Bangladesh. [Role: Lead Researcher]
  • Ahsan, M. T. (2013). National Baseline Study for “Developing a model of inclusive primary education in Bangladesh project” based on secondary data. Dhaka: Plan Bangladesh. ISBN 978-984-33-7159-1. [Role: Lead Researcher]
  • UNESCO-Bangkok (2004). Embracing Diversity: Toolkit for Creating Inclusive Learning Friendly Environment. A big volume of six parts Teachers’ Training Toolkit for Inclusive Education (in English),ISBN 92-9223-032-8. [Role: Development Team Member]
  • Centre for Services and Information on Disability-CSID (2002). The Feminine Dimension of Disability: A study on the situation analysis of adolescent girls and women with disabilities in Bangladesh (Research Report in English). Total page. 103,ISBN 984-32-0366-6. [Role: Study Team Member]
  • Centre for Services and Information on Disability-CSID (2002). Fifty Tales of adolescent girls and women with disabilities in Bangladesh (in Bangla). Total page. 90,ISBN 984-32-0365-8. [Role: Study Team Member]
  • Centre for Services and Information on Disability-CSID (2002). Employment Situation of People with Disabilities in Bangladesh (Research Report in English). Page 41,ISBN 984-32-0367-4. [Role: Study Team Member]
  • Centre for Services and Information on Disability-CSID (2002). Employment Situation of People with Disabilities in Bangladesh (Research Report in Bangla). Page. 47,ISBN 984-32-0476-X [Role: Study Team Member]
  • Directorate of Primary Education-DPE and CSID (2002). Educating Children in Difficult Circumstances-Children with Disabilities (Research Report in English). Page 80. [Role: Study Team Member]
  • (2002). Manual on Sign Supported Bangla (3 sets),ISBN 984-8305-00-9 (Set) [Role: Task Group Leader]
  • Ahsan, M. T. et al. (2001). Study on Participatory National Budget Analysis: Education of Children with Disabilities. Dhaka: ActionAID Bangladesh. [Role: Study Team Member]
  1. Publications in Newsletters
  2. Ahsan, M. T. (2011). Otitis Media: A Major Cause of Childhood Hearing Loss and School Dropout. Inclusion Newsletter: Bangladesh. Vol. 5-6, Issue 5-6. ISSN 2227-9571 (Online) ISSN 2227-9318 (Print).
  3. Ahsan, M. T. (2009). Inclusive education in the context of Bangladesh. Inclusion Newsletter: Bangladesh, 4 (4). ISSN 2227-9571 (Online) ISSN 2227-9318 (Print).
  4. Ahsan, M. Tariq (2008). Neural tube defects: Some strategies for inclusion of people with NTDs in mainstream life. Inclusion Newsletter: Bangladesh, Vol. 3 Issue 3. ISSN 2227-9571 (Online) ISSN 2227-9318 (Print).
  5. Ahsan, M. Tariq (2007). Autism spectrum disorder: Analyzing the issue from professional to parental point of view. Inclusion Newsletter: Bangladesh, Vol. 2 Issue 2. ISSN 2227-9571 (Online) ISSN 2227-9318 (Print).
  6. Ahsan, M. Tariq (2006). Necessity of Early Detection and Intervention of Special Needs for Successful Inclusion of People with Disabilities in BD. Inclusion Newsletter: Bangladesh, 1 (1). ISSN 2227-9571 (Online) ISSN 2227-9318 (Print).

 

Popular International Speaker on Equitable Educational Transformation

Dr. M. Tariq Ahsan is frequently invited as an international speaker on educational reforms to different international and national events and conferences. He has delivered a significant number of Keynote papers in different parts of the world. He facilitated wide range of human resource development sessions. The following paragraph provides information about his international speeches and presentations.

  1. Keynote/Theme paper Presentations
  2. Ahsan, M. T. (2025). Invited Keynote Speaker on Educational Transformation for the 21st Century: What about Disability Inclusion? presented in the International Conference on Advances in Psychology and Disability Management held on 04-04 February 2025; organized by Swami Vivekananda University in collaboration with Netaji Subhas Open University and Nabajatak Child Development Centre, Kolkata, India.
  3. Ahsan, M. T. (2023). Keynote Speaker on Trends of Curriculum Transformation in the era of 4th Industrial Revolution: Is it an Opportunity for Ensuring Equity and Inclusion? 4th International conference on Inclusive Education, ITTISHAL & ACIE, Bali, Indonesia. Available at https://conference.ittishal.net/2023#!
  4. Ahsan, M. T. (2023). Keynote Speaker on Global Trends of Policy Reform for Educational Transformation: Observing the Changes from the Perspective of Equity and Inclusion in Education, International Seminar on Inclusive Education, Vivekjyoti College, WB, India.
  5. Ahsan, M. T. (2021). Keynote Speaker on Vision 2021: A New Look towards Disability and Inclusion. International Conference at Netaji Subhas Open University, Kolkata, India.
  6. Ahsan M. T. (2020). Invited International Speaker on “Inclusive Pedagogy: Are we including the whole class?” Presented on 22/01/2020, International Conference on Inclusive Education, University of Boroda, India.
  7. Ahsan M. T. (2020). Invited Republic Day Speaker on “Educational Reforms in Bangladesh: Learning for the Region” Presented on 25/01/2020, Republic Day Speech Session, Organized by Faculty of Education, S. P. Pune University, India.
  8. Ahsan M. T. (2019). Keynote Speaker on “Inclusive Pedagogy: What is going on in the mainstream classroom?” Presented on 11/12/2019, International Conference on Inclusive Education, Akangsha, Raypur, Chattishgarh, India.
  9. Ahsan, M. T. (2019). Invited Silver Jubilee Speaker on Inclusive Educational Reform for Teacher Preparation. Silver Jubilee of the National Council for Teacher Education (NCTE), Delhi, Government of India.
  10. Ahsan, M. T. (2018). Theme Paper Presenter on Marching towards an inclusive society: Demanding a revolution in education. Presented in the 5th International Conference on Equity and Inclusion, Delhi, India,28-30 Nov. 2018 organized by Amar Jyoti Charitable Trust, Delhi, India & Asian Centre for Inclusive Education.
  11. Ahsan M. T. (2018). Invited Plenary Session Speaker on “Poverty Alleviation through Educational Inclusion of Persons with Disabilities: Is the Existing System Capable of Doing the Job?” Presented in the International Seminar on Inclusive Education held on April 2018, at the Department of Education, Jadavpur University, Kolkata, India.
  12. Ahsan M. T. (2018). Keynote Speaker on “Conceptualizing Inclusive Education: What did we really do while translating the concept into practice? What should have been done?” Presented on 04/02/2018, Graduate School of Education, Hiroshima University, Japan.
  13. Ahsan M. T. (2018). Symposium Speaker on “Universal Design for Learning in Inclusive Classrooms” Presented at Graduate School of Education, Hiroshima University, Japan.
  14. Ahsan M. T. (2018). Conference Theme Paper Presenter “Achieving SDGs in Bangladesh through Education: Recognizing the Necessity of a Revolution!!” Presented in National Conference on SDGs 2018, organized by (IER), University of Dhaka, Bangladesh.
  15. Ahsan M. T. (2017). Visiting Speaker on “Challenges and Possibilities of Inclusive Education in Asian Countries: A Case Study of Bangladesh” Presented on 13/11/2017, Jadavpur University, Kolkata, India.
  16. Ahsan, M. T. (2017). Seminar Theme Paper Presenter titled “Is reform adequate to optimize equity and inclusion in education for human development in Asian countries?” presented in the Intl Seminar on Equity & Inclusion in Asian Countries & Beyond held on 29/09/2017, University of Massachusetts Boston, USA.
  17. Ahsan, M.T. (2017). Keynote Speaker on “Implementing Inclusive Education: Are we Promoting Exclusion?” Presented in the 4th International Conference on Inclusive Education held in 12-14 January 2017, Dhaka, organized by ACIE, Bangladesh.
  18. Ahsan, M.T. (2016). Keynote Speaker on “Conceptual Gap between Policy and Practices about Inclusive Education in Bangladesh: A Learning Opportunity for Other Countries” Presented in the 3rd Intl. Conference on IE held in 22-24 January 2016, jointly organized by ACIE and S.P. Pune University, India.
  19. Ahsan, M. T. (2013). Keynote Speaker, National Workshop on Addressing the Values of Inclusive Education in the Proposed Draft Education Act 2013. Organized by ACIE & PIB.
  20. Ahsan, M. T. (2013). Keynote Speaker, National Workshop on Addressing the Values of Inclusive Education in the Post EFA 2015 & Post MDG 2015 Goals. Organized by ACIE, Bangladesh.

 

  1. Conference Presentations
  2. Habib, M.A., Zinnah, M. Wahiduzzaman, M., Malak, M.S., Islam, M.K., Ahsan, M. T., Hossain, D., Salam, M.A., Khan, M.S.H. et al. (2023). Impact of Gender-Inclusive Pedagogies for strengthening Student’s sense of belonging: A cross-country study of Bangladesh, Bhutan, Nepal, Timor- Leste and Vietnam, Paper presented at 44th Annual Conference of the International School Psychology Association (ISPA), 05-08 July, 2023, Bologna, Italy.
  3. Malak, M. S., Ahsan, M. T., Habib, M.A., Wahiduzzaman, M., Khan, M.S.H. (2023). Changes in Secondary School Teachers’ Self-efficacy as an Impact of Gender and Inclusive Pedagogies in Bangladesh. 4th International conference on Inclusive Education, ITTISHAL & ACIE, Bali, Indonesia.
  4. Akther, S. & Ahsan, M. T. (2022). Promoting empathy through experiential learning: examples from Bangladesh. Presented in the 6th International Conference on Equity and Inclusion, 23-25 January, 2022 organized by Asian Centre for Inclusive Education, Dhaka, Bangladesh.
  5. Khan, M.S.H. Zinnah, M. A., Ahsan, M. T., Wahiduzzaman, M. Salam, M. A., Habib, M. A., Malak, M. S., Islam, M. K., Ahsan, S., Hossain, D. (2022). Information and Communication Technology (ICT) Support Toward Implementing Gender and Inclusive Pedagogies (GIP) Approach in the Secondary Education During COVID 19 and Beyond: A Case of Bangladesh. 23-25 January, 2022 organized by Asian Centre for Inclusive Education, Presented in the 6th International Conference on Equity and Inclusion, Dhaka, Bangladesh.
  6. Akther, S. & Ahsan, M. T. (2018). SDG 4.7 reviewing the current state of education for peace, sustainable development and global citizenship in Asia and the Pacific: An overview of Bangladesh. Presented in the 5th International Conference on Equity and Inclusion, 28-30 Nov. 2018 organized by Amar Jyoti Charitable Trust, Delhi, India & Asian Centre for Inclusive Education, held in Delhi, India.
  7. Hossain, M. N. & Ahsan, M. T. (2018). Primary level teacher education for inclusive education in Bangladesh. Presented in the 5th International Conference on Equity and Inclusion, 28-30 Nov. 2018 organized by Amar Jyoti Charitable Trust, Delhi, India & Asian Centre for Inclusive Education, held in Delhi, India.
  8. Ferdous, H. & Ahsan, M. T. (2018). Higher secondary teachers’ attitudes towards inclusive education in Bangladesh. Presented in the 5th International Conference on Equity and Inclusion, 28-30 Nov. 2018 organized by Amar Jyoti Charitable Trust, Delhi, India & Asian Centre for Inclusive Education, held in Delhi, India.
  9. Ahsan, M. T., Hossain, M. K., Wara, M. & Yesmin, F. (2018). Mapping of inclusive education in Bangladesh: Identification of good practices. Presented in the 5th International Conference on Equity and Inclusion, 28-30 Nov. 2018 organized by Amar Jyoti Charitable Trust, Delhi, India & Asian Centre for Inclusive Education, held in Delhi, India.
  10. Ahsan, M. T. et. al. (2018). ACIE: A collaboration and networking model for advocating inclusive education in the Asian region. Presented in the 5th International Conference on Equity and Inclusion, 28-30 Nov. 2018 organized by Amar Jyoti Charitable Trust, Delhi, India & Asian Centre for Inclusive Education, Delhi, India.
  11. Islam, T. & Ahsan, M. T. (2018). English medium schoolteachers’ attitudes towards inclusive education in Bangladesh. Presented in the 5th International Conference on Equity and Inclusion, 28-30 Nov. 2018 organized by Amar Jyoti Charitable Trust, Delhi, India & Asian Centre for Inclusive Education.; held in Delhi, India.
  12. Ahsan, M. T. et. al. (2018). Evidence based policy advocacy for addressing inclusive education in the national primary education programme (Phase-4) designing. Presented in the 5th International Conference on Equity and Inclusion, 28-30 Nov. 2018, organized by Amar Jyoti Charitable Trust, Delhi, India & Asian Centre for Inclusive Education, held in Delhi, India.
  13. Ahsan, M. T. & Siam, S. M. (2017). Teacher Education Reform for Inclusive Education: Learning from Bangladesh. Presented in the National Conference on Equity and Inclusive Education held on 09-10 Nov. 2017 in the National University of Educational Planning and Administration (NUEPA), Delhi, India.
  14. Lie, S. & Ahsan, M.T. (2017). Review of Current state of Education for peace, sustainable development and global citizenship in Bangladesh. Paper Presented in the 4th International Conference on IE held on 12-14 January 2017, Dhaka, organized by ACIE, Bangladesh.
  15. Ghosh, G. et al. [Ahsan, M.T.] (2017). Situation Analysis of Sign language used in Primary Education of Bangladesh. Presented in the 4th Intl Conference on IE held on 12-14 Jan 2017, Dhaka, by ACIE, Bangladesh.
  16. Hossain, K. et al. [Ahsan, M.T.] (2017). Child Rights Situation Analysis and Community Survey of Holistic approach towards promotion of inclusive education (HOPE). Presented in the 4th International Conference on IE held on 12-14 January 2017, Dhaka, by ACIE, Bangladesh.
  17. Ahsan, M.T. (2016). Exclusion in Inclusion: Bringing Children with Disabilities in the Mainstream Education in Bangladesh. Presented in the International Conference on Sustainable Development held on 04-05 February, 2016, organized by CSD at the University of Liberal Arts, Bangladesh.
  18. Ahsan, M. T. (2014). Validation workshop on the study titled An Assessment of the Situation of Teacher Education for IE of Children with Disabilities in Bangladesh: A Study by ActionAid Bangladesh. Presented in the 2nd Intl Conference on IE held on 09-11 January 2015, ACIE, Dhaka, Bangladesh.
  19. Ahsan, M. T. et al. (2014). Situation Analysis of Education of Children with Disabilities in Bangladesh: A Sightsavers Study. Presented and published in the 2nd International Conference on Inclusive Education held on 09-11 January 2015, ACIE, Dhaka, Bangladesh.
  20. Hossain, I. & Ahsan, M. T. (2014). Evidence based practice for developing a model of IE in the government primary schools in Bangladesh: A Plan Bangladesh experience. CIES Conference 2014, 10-15 March 2014, Toronto, Canada.
  21. Ahsan, M. T., Sharma, U. (2013).Impact of teacher education course on pre-service teacher preparation for inclusive education. conference on IE; Theme: Meeting the Challenges of Inclusive Education”. Organized by ACIE, 15-17 February 2013, Dhaka, Bangladesh.
  22. Ahmmed, M. & Ahsan, M. T. (2013).Examining pre- and in-service teachers’ attitudes and teaching efficacy: Inclusive education in primary education in Bangladesh. International conference on Inclusive Education; Organized by the ACIE, 15-17 February 2013, Dhaka, Bangladesh.
  23. Facilitator (2012). Workshop on“Publishing your Research-Why and How?”. Organized by National Academy of Educational Management, MoE, Bangladesh, facilitated on behalf of BAFED, Dhaka, Bangladesh.
  24. Facilitator (2011). Workshop on Development of Inclusive Education in Bangladesh: Policies and Reform Initiative. Organized by Manusher Jonno Foundation (MJF), Dhaka, Bangladesh.
  25. Ahsan, M. T., Sharma, U. & Deppeler, J. (2011).Beliefs of pre-service teacher education institutional heads about inclusive education in Bangladesh. International Symposium on IE. UNESCO-BAFED Researchers’ Conference, 4 June, 2011, Dhaka, Bangladesh.
  26. Ahsan, M. Tariq, Sharma, U. & Deppeler, J. (2010).Primary Level Pre-Service Teacher Preparation: Institution Heads Beliefs and Views about Inclusive Education in Bangladesh. International Conference Proceedings of International Conference on Interdisciplinary Social Sciences, held on August 2010, Cambridge University, UK.
  27. Mullick, J., Ahsan, M. T., Deppeler, J., & Sharma, U. (2010).Inclusive Education Reform in Bangladesh: Interpretation, Implementation and Challenges. Abstract accepted for publication in the 2nd Intl. Conference on Education, Economy and Society, 21 to 24 July 2010, Paris, France.
  28. Ahsan, M. Tariq, Sharma, U. & Deppeler, J. (2010).Paradigm shift in teacher education: How pre-service teacher education is responding to the inclusive education reforms in Bangladesh. International Conference on Child Friendly Inclusive Education, 7-8 January, 2010, IER, University of Dhaka, Bangladesh.
  29. Kabir, M.E., Banu, M.S. & Ahsan, M. Tariq (2010).Challenges of inclusive education in Bangladesh: Early childhood context.  Conference on Child Friendly Inclusive Education, 7-8 January, 2010 at IER, University of Dhaka.
  30. Ahsan, M. Tariq, Sharma, U. & Deppeler, J. (2010).Higher education institutions’ heads belief about inclusive education and its impact on pre-service teacher preparation in Bangladesh. Held on August 2010, International Conference Proceedings of Inclusive and Supportive Education Congress, UK.
  31. Ahsan, M. Tariq Sharma, U. & Deppeler, J. (2009).Pre-service Teacher Preparation Curriculum for Inclusive education in Bangladesh. Presented in the conference titled Making Inclusive Education Happen, held on 27-30 Sept, 2009, organized by the University of Canterbury in Christ Church, New Zealand.
  32. Ahsan, M. Tariq (2009).Status of Primary Level Pre-service Teacher Education Curriculum for Implementing Inclusive Education in Bangladesh, paper presented in the Monash Education Research Community Conference 2009; held on 03/07/2009.Monash University, Australia.
  33. Ahsan, M. Tariq & Mullick, J.I (2009).Education System in Bangladesh. Presented in the Global Education Systems Day Conference, by MERC, Monash University, Australia.
  34. Kabir, M.E. & Ahsan, M. Tariq (2009).Inclusion in early childhood education through electronic media: A Case of Sesame Street (Sisimpur) in Bangladesh. Presented in the EMSENIC Conference on SEN, 11-14 February, 2009, Fontys University, The Netherlands.
  35. Discussant (2009).Shadow Report Presentation on MDG. Organized by Sushasoner Jonny Procharavizan-SUPRO at National Press Club, Dhaka.
  36. Ahsan, M. Tariq (2008).Effectiveness of the existing pre-service teacher education standard for future teachers’ preparedness to address the IE reforms in Bangladesh. Presented at the KRONGOLD CENTRE RESEARCH EXPO Conference 2008, held on 13 November, 2008, the Monash University, Victoria, Australia.
  37. Ahsan, M. Tariq (2006).Scope of Inclusive Education in Bangladesh. Paper presented in the 3rd IER-UNESCO workshop on Child friendly IE, 19/12/2006, Dhaka, Bangladesh.
  38. Ahsan, M. Tariq (2006).Inclusive education acts and policies in some selected countries including Bangladesh: A review. Presented in the 5th UNESCO-BAFED Educational Research Conference, Sept 2006, Dhaka, Bangladesh.
  39. Ahsan, M. Tariq (2006).Concept of Inclusiveness. Presented in the workshop on Inclusive Approaches for Children with Disabilities; organized by the Inclusive Approaches for Special-needs Bangladesh (IISB) and Nayantara Communications, 26 August 2006, Dhaka, Bangladesh.
  40. Ahsan, M. Tariq (2006).Inclusive Education (IE) in the Context of Bangladesh. Paper presented in the 1st IER-UNESCO workshop on Child friendly Inclusive Education, Dhaka, Bangladesh.
  41. Ahsan, M. Tariq (2002).Education of People with Disabilities, National Plan of Action & Our roles (in Bangla). Paper presented at a National Workshop on Inclusion of People with Disabilities into Education; 29 December, 2002, organized by NFOWD, Bangladesh.
  42. Ahsan, M. Tariq (2002).Educating children in difficult circumstances: Children with disabilities. Presented at the 1st UNESCO-BAFED Educational Research Conference, Nov. 2002, Dhaka, Bangladesh.
  43. Ahsan, M. Tariq (2002).Education of Children with disabilities in Bangladesh. Working paper presented in the workshop titled Embracing Diversity: A Toolkit for Creating Child-Friendly, Inclusive Learning Environments, held in Chiang Mai, 18-21 July 2002, organized by UNESCO-Bangkok, Thailand.
  44. Ahsan, M. Tariq, Moitry, C. & Anisuzzaman M. (2001).Scope of IE in the Formal Education System. Presented at the National Workshop on IE, 05 April 2001, organized by NFOWD & MoSW, Dhaka, Bangladesh.

 

Documentation of Bangla Sign Language

Dr. Ahsan led some pioneering initiatives for documenting Bangla Sign Language in Bangladesh. In Bangladesh, Bangla Sign Language has many philosophical, origin-related, and geographical variations. This language has its manual forms but not documented yet. Since 2002, Dr. Ahsan started working on Sign Language documentation as a student of IER, University of Dhaka with a team. Later, the work was carried out by a disability-focused organization (i.e. CDD). Dr. Ahsan worked as a Task Group Leader for documentation of around 3000 Signs in Bangla. Later in 2015, Dr. Ahsan conducted an in-depth study on signs/gestures used in Bangladesh and availability of signs used in Primary curriculum of NCTB.

Academic Research Supervision and Examination

Dr. M. Tariq Ahsan has supervised a significant number of academic research as well as examined a notable number of academic research at Masters, M.Phil and Ph.D levels both for national and international universities that include:

Name of the Academic Institutions Country Level of Academic Research Year
Institute of Education and Research (IER), University of Dhaka Bangladesh Masters, M.Phil Since 2001 till to date
School of Social Science, University of New South Wales (UNSW) Australia PhD 2024
Institute of Education and Research (IER), Jagannath University Bangladesh Masters 2023
School of Education, Kathmandu University Nepal PhD 2021, 2022
Department of Education, Aligarh University India PhD 2021
Grad. School for Intl. Development & Cooperation, Hiroshima University Japan PhD 2021
Tamil Nadu Teachers Education University, Chennai India PhD 2021
Alagappa University College of Education, Alagappa University India PhD 2020, 2020
Faculty of Education, University of Fort Hare South Africa PhD 2020, 2020
School of Education, Flinders University of South Australia Australia PhD 2019
Department of Psychology and Educational Science, University of Jeneva Switzerland PhD 2019-2020

 

Administrative and Membership Roles and Affiliation

  • Secretary General, Asian Centre for Inclusive Education (ACIE) – 2011.
  • Member, Research Idea Selection Committee for Funding & and Quality Assurance, Planning Commission, Ministry of Planning, Government of Bangladesh- 2018
  • Member, Research Idea Selection Committee for UGC Research Funding &Quality Assurance, Bangladesh Digital University, Bangladesh- 2022
  • Selection Committee Member, Question Setter, Moderator and Examiner, BCS (Education) Cadre, Public Service Commission, Government of Bangladesh- 2022
  • Vice Chairman, UCEP Advisory Committee, Bangladesh- 2022
  • Member, Lecturer/Assistant Prof. Selection Committee, IER, Rajshahi University- 2022-24
  • Lecturer/Assistant Prof. Selection Committee of IER, Khulna University- 2022-24
  • Member, National Curriculum Development Core Committee, NCTB, MoE- 2021-24
  • Member, Curriculum Development and Revision Core Committee (CDRCC), MoE- 2021-24
  • Member, National Curriculum Coordination Committee (NCCC), MoE- 2021-24
  • Member, Digital Technology Subject Author Committee of NCTB, MoE- 2021-24
  • Member, Academic Council, Dhaka University- 2016
  • Member, Coordination and Development Committee, IER, Dhaka University- 2015
  • Member, Proyash Institute of Special Education and Research (PISER), Bangladesh University of Professionals (BUP)- 2015
  • Ex-Paper Setter and Examiner, Faculty of Education, National University-2007-08
  • Member, Bangladesh Forum for Educational Development, Dhaka, Bangladesh- 2002-20.
  • Executive Member, Teacher Development Institute (TDI), Dhaka, Bangladesh- 2008.
  • Member, Monash Education Research Community, Monash University, Australia- 2008-15.
  • Member, Education Students’ Association (ESA), Monash University, Australia- 2008-15.
  • Visiting Faculty (2002-03). Bangladesh Health Professional Institute. CRP, Dhaka.
  • Visiting Faculty (2002-03). National Centre for Special Education, MoSW, GoB.
  • Visiting Faculty (2002-03). Bangladesh Institute of Special Education (BISE), Bangladesh Protibondhi Foundation (BPF), Dhaka, Bangladesh
  • Paper Setter & Examiner (2003, 2006). B.Ed. & M.Ed Exam. National University, Bangladesh.
  • Ex-member (2002-03), Thematic Group on Inclusive Education, National Forum of Organizations Working with the Disabled, Dhaka, Bangladesh.
  • Founding Convener & Adviser, Education Alumni Association, IER, Dhaka University- 2007.

 

International Recognitions and Awards

As an honour of Tariq’s contributions at the country and regional levels, Tariq received several international Awards-

  • The Australian Government awarded him the Australian Alumni Excellence Awards 2014 for Community Services. The award was given by the Australian Government’s AusTrade in association with University of Melbourne, Macquarie University, University of Canberra and Monash University, Australia.
  • Jiddu Krishnamurti Awards 2018 from the Annapurna Memorial College of Education & Jadavpur University, Kolkata, India.
  • Venus International Research Award 2017 from Chennai, India for Outstanding Research Contributions.
  • Australian Government also awarded him the Australian Leadership Awards 2008 and the Australian Development Scholarship 2004 for postgraduate studies.

  

Other Qualifications

Educational Qualification

Qualification Awarding body Date
PhD in Education Monash University, Clayton, Victoria, Australia 2015
Master of Education Flinders University, Adelaide Australia 2005
Master of Education University of Dhaka 1999
Bachelor of Education (Honours) University of Dhaka 1998
Intensive Certification on Global Citizenship Education & SDG 4.7 APCEIU, UNESCO, South Korea 2019

 

Full-time Employment History

Period Employing Organisation and title/position
01 July 2023 to till to date Lead Consultant, UNICEF for working on Curriculum Transformation at NCTB, MoE.
18/01/2016 to till to date (Currently on leave) Professor, Institute of Education and Research, University of Dhaka.
01/05/2013 to 17/01/2017 Associate Professor, IER, University of Dhaka.  
16/02/2006 to 30/04/2013 Assistant Professor, IER, University of Dhaka.
23/12/2002 to 15/02/2006 Lecturer, IER, University of Dhaka.
01/11/2001 to 22/12/2002 Lecturer (part-time), IER, University of Dhaka.
01 August 2000 to 15 December, 2002 Research Coordinator (Full-time), Centre for Services and Information on Disability, Dhaka.

 

Language Proficiency:

Bangla-speaking, writing, reading, comprehension; Standard: Excellent

English-speaking, writing, reading, comprehension; Standard: Excellent

Bangla Sign Language– comprehension; Speaking, reading; Standard: Good

Hindi-comprehension; speaking; Standard: Good

Digital Literacy: Microsoft-Office, SPSS, Spread-sheet, N-vivo, Digitization in Education 

Countries Visited for Professional/academic Purposes: USA, Canada, Australia, New Zealand, Japan, The Netherlands, France, Germany, Belgium, Singapore, Thailand, Malaysia, United Kingdom (UK). Nepal, UAE, Vietnam and India.

Date of Birth: 30/05/1976                                                   Country of Citizenship: Bangladesh

References

  1. Professor Umesh Sharma, PhD, Associate Dean, Faculty of Education, Monash University, Australia. Email: sharma@monash.edu
  2. Professor Tim Loreman, PhD, Vice Chancellor & President, Concordia University of Edmonton, Canada. Email: loreman@concordia.ab.ca
  3. Iqbal Hossain, Education Manager, UNICEF Bangladesh, Email: iqhossain@unicef.org