The allocation of public resources for the country's education sector does still fall short of the required level, though the government has been providing increasing amounts of budgetary fund for it over the years. Bangladesh now spends around 2.2 per cent of its gross domestic product (GDP) on education. This has remained almost static for the last few years. But countries like Vietnam and Nepal are much ahead of Bangladesh, in respect of public spending on education. For education, Vietnam spends around 6.6 per cent and Nepal over 4.7 per cent of their GDPs. The United Nations Educational, Scientific and Cultural Organisation (UNESCO) declaration states that the allocation for education should be, at least, 20 per cent of the national budget and 6.0 per cent of the GDP of an individual country.
Against this backdrop, the education minister's plea at a regional conference, held recently in Bangkok, for increasing allocation for education in accordance with the growing size of the national budget is otherwise rational. But it has also come as somewhat surprising for many, within the country. Being closely involved with the budget-making exercise at home as far as it relates to allocation and use of resources for education sector, the minister would have done a better job by explaining the reasons that lead to the shortfall in budgetary resource allocation for the education sector. The Asia-Pacific Regional Education Conference (APREC) can in no way ensure more resource allocations for the ministry of education. As such, no one really knows as to whom the education minister has urged for providing more funds for the sector. However, his other proposals for incorporating early childhood care and education (ECCE) in the post-2015 agenda, deserve consideration because of their proven strong influence on later learning, juvenile behaviour and adult life.
Furthermore, the minister has also called for decentralisation of the educational administration and implementation of universal quality primary education, maintenance of standards by pupils, teachers and schools and involvement of communities and civil society. But these are the issues that have to be addressed within the country. As such, these should have befittingly been brought to the country's highest political leadership's notice. The minister has sought a dialogue on these issues between the government and major stakeholders. This is also his own responsibility to take leadership to this effect within the country. In this context, a drastic overhauling of its existing system of educational administration remains a priority. This is more so, in consideration of some of its glaring systemic problems. The case of Monthly Payment Order (MPO) can be cited here. No MPO cheque, as the reports said, is ever passed without greasing the palms of the related officers in the ministry or the department of secondary and higher education (DSHE).
The need for continuing government's subvention, in the form of the MPO, can hardly be over-emphasised in the context of the situation in Bangladesh where there has been a rapid growth in educational enrolment at different levels, particularly during the last one decade. On its part, the government needs to ensure that its laid-down criteria for disbursement of MPOs are strictly followed through constant monitoring. The MPO system must not go awry; its fund must not be allowed to be misused by the vested interest quarters. A built-in system should also be put in place to closely monitor and supervise the performance of educational institutions coming under the MPO system. The very purpose of the MPO will be defeated if teachers, even after their failure to perform up to the expected level, continue to receive it. And it is for the government to devise means to stop corrupt practices, even in times of assessment.
Raising budgetary allocations for education
FE Team | Published: August 13, 2014 00:00:00 | Updated: November 30, 2026 06:01:00
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