For a synthesis in education
M A Rashid | Sunday, 1 March 2009
WE have a rather skewed system of education at primary and secondary levels that impact very differently on the pupils and create varying degrees of competence. The three prevailing different streams of education at these levels in the country include generally the Bengali medium schools, the English medium schools and the madrasahs.
Most of the Bengali medium schools are considered as poorly-run by many guardians who are too keen to provide the best or high quality education to their children.
This leads to the scramble among them to put their children in English medium schools. But most of these schools are also not up to the mark though this truth is not realised by many guardians.
Then, there is the madrasah education. This system of education puts emphasis on religious studies to the relative exclusion of the physical sciences and other subjects that help in the creation of human resources. Besides, the quality of teaching at the madrasha level is also considered as rather poor.
Furthermore, the three systems of education also tend to create students of different capabilities and conflicting outlooks.
Thus, it is necessary to bring about synthesis in the three separate systems of education as well as to improve the quality of education in each system. Any reformative actions in the sphere of education ought to address this need of synthesis and quality at the primary and secondary levels of education.
The English medium schools tend to produce elitism among pupils. They are often found unfamiliar with conditions in their own country but more knowledgeable about other countries. The Bengali medium schools with their relative lack of neglect of the English language and poor quality of teaching are not helping the creation of human resources of the sort that the country requires. The madrasha system's output is mainly the creation of prayer leaders that hardly fit into any objective of creating resourceful persons to undertake diverse forms of economic activities.
The deficiencies of the three systems of education point to the need of bridging the deficiency in each system and to achieve some sort of harmony among them.
Most of the Bengali medium schools are considered as poorly-run by many guardians who are too keen to provide the best or high quality education to their children.
This leads to the scramble among them to put their children in English medium schools. But most of these schools are also not up to the mark though this truth is not realised by many guardians.
Then, there is the madrasah education. This system of education puts emphasis on religious studies to the relative exclusion of the physical sciences and other subjects that help in the creation of human resources. Besides, the quality of teaching at the madrasha level is also considered as rather poor.
Furthermore, the three systems of education also tend to create students of different capabilities and conflicting outlooks.
Thus, it is necessary to bring about synthesis in the three separate systems of education as well as to improve the quality of education in each system. Any reformative actions in the sphere of education ought to address this need of synthesis and quality at the primary and secondary levels of education.
The English medium schools tend to produce elitism among pupils. They are often found unfamiliar with conditions in their own country but more knowledgeable about other countries. The Bengali medium schools with their relative lack of neglect of the English language and poor quality of teaching are not helping the creation of human resources of the sort that the country requires. The madrasha system's output is mainly the creation of prayer leaders that hardly fit into any objective of creating resourceful persons to undertake diverse forms of economic activities.
The deficiencies of the three systems of education point to the need of bridging the deficiency in each system and to achieve some sort of harmony among them.