Final draft report on a new education policy
Saturday, 5 September 2009
The National Educational Policy Formulation Committee has come out with its final draft report. The committee handed the report to the education minister last Wednesday. The salient features of the recommendations of the committee include revising the stages of under-graduate education from three to two, the mandatory inclusion of certain compulsory subjects under all streams of education, making education more need-based and formation of a permanent education commission. It has also recommended formation of a non-government teachers' commission. Such broad proposals are to be welcomed, specially the one requiring all students to be taught certain compulsory subjects such as science and mathematics at the primary and secondary levels. The prevailing system of education with compartmentalization into humanities, science, vocational and madrasha systems has proved to be counter-productive from the standpoint of putting the pupils through a holistic as well as dynamic education process.
The education minister indicated, while accepting the final draft report, that the proposed education policy would soon be finalised soon and its full-fledged implementation would begin from early in the next year. It is important to consider here whether the government would institutionally be prepared enough to do the same. There is much to be improved upon, and strengthened particularly in areas of capacity building and availability of competent and skilled teachers to operationalise the new policy as effectively as possible. Education has been proving to be the centre point of realizing national aspirations in all fields. Therefore, such a vital policy that would influence education-related activities for a long time, certainly deserves a more serious consideration by all stakeholders so that all-out efforts can be made to translate its goals and objectives into a reality. Before that, all stakeholders should be given a reasonable period of time to give their opinion on the recommendations of the National Educational Policy Formulation Committee and have the same reflected in the final policy itself. The proposed policy should go through the usual phases of some scrutiny at the expert level and there should be debate on it in the parliament before its final adoption. In no way, the scope for incorporation of meritorious suggestions by all concerned quarters should be foreclosed before the policy gets the final approval for implementation.
Education has become the focal point of national attention in all countries that made the most progress in all fields in the last century and the present one. In countries such as India and China, sea-changes have been brought about in syllabuses, curricula, educational infrastructures, approaches to teaching, etc. Such changes are largely consistent with the demands of a much more competitive world situation where education is looked upon as the main facilitator of economic growth. Whether the new education policy in Bangladesh will finally be able to provide amply for such a major overhaul in its archaic and too traditional education systems, would require a closer and careful examination.
The final draft report on the proposed education policy has not amply elaborated on how efforts would be made to strengthen the institutional capacity. There is a severe dearth of competent teachers, useful teachers' training and also opportunities for need-based education in the country. It is also imperative to set up effective, supportive infrastructures, particularly in thrust areas, in order to make education truly useful for the economy.
The education minister indicated, while accepting the final draft report, that the proposed education policy would soon be finalised soon and its full-fledged implementation would begin from early in the next year. It is important to consider here whether the government would institutionally be prepared enough to do the same. There is much to be improved upon, and strengthened particularly in areas of capacity building and availability of competent and skilled teachers to operationalise the new policy as effectively as possible. Education has been proving to be the centre point of realizing national aspirations in all fields. Therefore, such a vital policy that would influence education-related activities for a long time, certainly deserves a more serious consideration by all stakeholders so that all-out efforts can be made to translate its goals and objectives into a reality. Before that, all stakeholders should be given a reasonable period of time to give their opinion on the recommendations of the National Educational Policy Formulation Committee and have the same reflected in the final policy itself. The proposed policy should go through the usual phases of some scrutiny at the expert level and there should be debate on it in the parliament before its final adoption. In no way, the scope for incorporation of meritorious suggestions by all concerned quarters should be foreclosed before the policy gets the final approval for implementation.
Education has become the focal point of national attention in all countries that made the most progress in all fields in the last century and the present one. In countries such as India and China, sea-changes have been brought about in syllabuses, curricula, educational infrastructures, approaches to teaching, etc. Such changes are largely consistent with the demands of a much more competitive world situation where education is looked upon as the main facilitator of economic growth. Whether the new education policy in Bangladesh will finally be able to provide amply for such a major overhaul in its archaic and too traditional education systems, would require a closer and careful examination.
The final draft report on the proposed education policy has not amply elaborated on how efforts would be made to strengthen the institutional capacity. There is a severe dearth of competent teachers, useful teachers' training and also opportunities for need-based education in the country. It is also imperative to set up effective, supportive infrastructures, particularly in thrust areas, in order to make education truly useful for the economy.