[Shamim, 2(11): November, 2013] ISSN: 2277-9655 Impact Factor: 1.852 http: // www.ijesrt.com(C)International Journal of Engineering Sciences & Research Technology [3362-3367] IJESRT INTERNATIONAL JOURNAL OF ENGINEERING SCIENCES & RESEARCH TECHNOLOGY Eliminating Illiteracy by Integrating ICTs in CLCs: An Innovative Lifelong Learning Approach in Bangladesh Md. RashedulHuqShamim *1 , Dr. Md. Abu Raihan 2 *1, 2 Assistant Professor, Department of TVE, Islamic University of Technology (IUT),Bangladesh maraihan.iut@gmail.com Abstract This study represents an assessment of educational use of Information and Communication Technologies (ICTs) in Community Learning Centers (CLCs) in Bangladesh. As ICTs had achieved some progress towards removing illiteracy during last few years, thus ICTs extended potentials to deliver basic education and continuing education services for illiterates throughout the country. It can play an important role in attracting people towards education through application of up-dated and sophisticated devices and tools like ICT based education. The specific objectives of the study were to: identify the types of ICT tools exits in the Community Learning Centers; find out physical-infrastructure available to facilitate or enhance ICT uses; determining the age and gender profile of ICT users; assess the English language skills of ICT users; and describe the profile of ICT facilitators. A sample of 10 ICT centers from 4 districts run by different NGOs were chosen for conducting the survey. The data were collected through: (i) Structured interview; (ii) Interviewing school teachers and local key informants; (iii) Focus group discussion sessions (users, beneficiaries, members of each center). The danger of a growing digital divide, there is also a growing knowledge divide. There are striking disparities between rich and poor countries in their investment and capacity in science and technology (S&T). The poorest regions of the world have the lowest access to information and communication resources, but they can also leverage opportunities for leapfrogging as the dynamics of a knowledge-based economy are better understood. The expected outcome of the study is to ensure Lifelong Learning in Bangladesh for eliminating the illiteracy by integrating ICTs in CLCs. Keywords: Illiteracy, Information & Communication Technologies (ICTs), Community Learning Centers (CLCs), Lifelong Learning (LLL). Introduction Literacy is the building block of lifelong and ‘lifewide’ learning. The question is therefore what policies and institutional arrangements need to be put in place at both the Ministry and community levels to promote multi-sectorial involvement in lifelong learning. This implies that literacy must respond to poverty, gender equality, HIV/AIDS, violence against women and inter-ethnic violence, environmental degradation, and other areas of sustainable development. In the context of Bangladesh, as it has achieved some commendable progress towards removing illiteracy during recent years, ICT has got extended potentials deliver basic education and continuing education services both for illiterates and neo-literates. It can play an important role in attracting people towards education through application of more up-dated and sophisticated devices and tools like ICT based education. Application of diversified audiovisual impacts is expected to strengthen learning outcomes and the easy to repeat feature of the ICT based learning process contributes towards its reinforcement highly. It is also expected that after an introductory period, the learners particularly the neo-literates, can successfully enter in to a self –learning phase with no or minimum aid from the facilitators. Use of ICT has also maximum potential to increase diversification and flexibility of materials and contents. The World Bank World Development Report (1998-99) has developed an analytical framework emphasizing the complementary role of four key dimensions to help countries articulate strategies for their transition to a knowledge-based economy including: economic and institutional regimes, educated and skilled populations, information infrastructure, and national innovation systems.In the 21 st century, workers need to be lifelong learners, adapting continuously to changed opportunities and labor market demands of the knowledge economy. Lifelong learning (LLL), therefore, is not a luxury for any country. Education systems in all countries will have to evolve in that direction.The