The Education Ministry's decision to scrap the lottery system in school admissions has sparked widespread debate. The rationale behind revising this non-academic procedure is to establish a meritocratic academic landscape and to restore the prestige of reputed institutions by ensuring the entry of meritorious students. While this sounds promising, it raises serious legal and ethical concerns.
Firstly, education is a fundamental right, and a democratic welfare state must ensure that every citizen has access to it.
Authorities should recognise that dropout rates are higher in hilly, coastal, and calamity-prone areas due to the unavailability of nearby schools. Girls, in particular, face increasing dropout rates because of the remoteness of educational institutions.
From this perspective, the admission test system represents a systematic barrier, potentially disadvantaging underprivileged boys and girls who seek to enrol in the nearest schools of their choice.
Secondly, the system dictates that children must achieve a certain level of literacy before entry. This requirement often channels childhood through rigorous home preparation to pass the tests.
Can it guarantee that learners will not develop scolionophobia? Who will address the stress or trauma that may impede a child's natural development? Does the education system provide remedial measures for such children? If schools fail to ensure an inclusive classroom environment, the comprehensive development of society will be at risk.
The principle of 'survival of the fittest' may govern the animal kingdom, but in a civilised society, civic responsibility demands lifting those who are struggling.
True education nurtures every learner equally, allowing all to flourish. Education must not become a first-class cabin for the privileged few. Ultimately, a child must be introduced to a supportive and equitable educational environment, free from judgement about their abilities or position among peers.
Deb Proshad Halder
Jashore
debproshadhalder@gmail.com
