What chance skill-based education stands?

Speaking on the country's education system, Prime Minister Sheikh Hasina has termed it multi-dimensional and creative. With particular emphasis on science and technology, the system is, she claims, geared to maintaining global standard. So long, the new curricula of education up to class 12 were branded as skill-based rather than theory-based. Earlier the structured and multiple-choice questions (MCQs) set for examinations were passed as creative education. The policymakers made the tall claim that notes and guide books would be redundant on introduction of this type of questions. What was amiss, though, is the standard of text books, class teaching and quality of teachers from the reckoning. True, there is no reason to mix up MCQs with multi-dimensional education system. The format of questions, much as excellent it may be, is no alternative to the system of education under which students' learning progresses. With the introduction of newer subjects, education may become multi-dimensional but this is no guarantee for making education creative. There is also no reason to think that creativity is limited to science and technology; rather it can flourish as an abstract idea or form in literature and art.

In a country where too much experiment has been made with school and college education up to class 12, the existence of different streams of education such as Bangla medium following national curriculum with an English version as well, two types of madrasah education---Qawmi and Aliya and English medium following international curricula is anachronistic. All these are multi-dimensional but hardly conducive to bringing about a unitary standard. The prime minister certainly made a reference to an array of specialised area of education where students' talents and preference can make the most of the subjects they pursue. Whether the teaching standard and infrastructural facilities are going to be world class is, however, a completely different matter.

Teaching profession itself calls for a thorough review. Now that the system of education has undergone a transformation with practical tasks forming a large portion of education, teachers had to be inventive who could think out of the box. The present set of teachers, the majority of whom unfortunately even had unenviable academic records, is sure to find it a tough call to be equal to the expectation. Also the orientation or training for three to five days falls far short of requirement. Even the more fundamental question concerns their low salaries and other facilities. They are forced to get involved with private tuition and coaching. Without developing the infrastructure of schools and colleges and raising teachers' financial benefits, it is impossible to reap the benefits of a well-devised education system.

The endemic inequality between and among educational institutions, families of students is yawning. Without addressing those, even the introduction of the new curricula runs the risk of falling flat. There are reports that parents cannot manage the money required for school assignments or projects their wards are supposed to deliver. For some parents though, money is never an issue. Had there been a special fund allocated for students of the disadvantaged social segments, this problem could be overcome. But to get over the lack of quality of teachers and deficiency of school infrastructure, several times more investment was required before introduction of the practical and skill-based education system.