Illusion and reality of education
Friday, 29 January 2010
Md Masum Billah
THE book, 'Education-Hope, Reality and New Hope', should prove relevant for those who work in the arena of education. At the outset the author does not forget to mention that Bangladesh is lagging behind its neighbours in education. The country is yet to take a massive but pragmatic education programme for its huge population. The writer aptly identified the lack of infrastructure due to political causes as the principal factor behind this backwardness.
Few of the recommendations of 14 education commissions, since 1947, were implemented, he mention. The writer underlines the need for extensive research for the development of an education system for the country. Divided into 15 chapters, the book deals with primary, secondary and higher education.
The author highlights how the authorities neglected education although the Constitution of the Republic pledges universal primary education for all boys and girls. The compulsory primary education law of 1990 did not incorporate a time frame for achieving the goal of universal education. The UN Millennium Development Goals (MDGs), adopted in 2000, set a 15-year time frame to achieve the goal.
Nath points out that the Constitution is silent about the time frame.
The data and information on education in Bangladesh provided in the book could be useful for education researchers as well as education managers. Though Bangladesh nationalised primary education in 1974, it took no pragmatic steps to ensure its quality. UN-sponsored inter- governmental conferences since 2000 created a new inspiration on education for all. Now, 87 per cent of children in the 6-10 age group go to school, up from 60 per cent in 1990. In the secondary level admission increased one and a half times in last seven years. Drop-out rate has decreased, primary education cycle rate has increased. Now, 75 per cent of the children who enroll in primary education complete the primary cycle. In South Asia, Bangladesh is next only to Sri Lanka in the enrolment rate of boys and girls in primary and secondary schools.
Nath rightly points out that political will is essential for the improvement of the education scenario. He provides a comparative picture of primary and secondary education now and in the past and seeks to identify the problems, plaguing the education system. He does not forget to touch the problems facing the education of ethnic children and teacher development programme and how to address the issues. In all, 45 ethnic groups live in 9388 villages of Bangladesh, constituting 1.6 per cent of the population.Ethnic children's participation in primary school is estimated at 57 per cent compared to 77 per cent of the mainstream.
The author does not forget to touch the one-room, one-teacher non-formal primary schools, started by BRAC in 1985. Though the BRAC non-formal schools follow the national syllabus, their mode of operation is different from the other institutions in the country.
Primary education: Out of 18 million eligible students in the country, 13 per cent still remain outside the primary schools. It means over 2.3 million students are deprived of primary education. The goal of compulsory primary education remains elusive even 17 years after the adoptation of the law. Drop-out rate of 50 per cent due to socio-economic factors, should be a cause for worry.
On an average 60 per cent students attend classes. Classroom cannot accommodate if more students attend. A grimmer picture is, 40 per cent of the children complete primary education without studying. Only 2 per cent of the students, who complete, acquire all the skills determined by the government. No less grim is the picture that two-thirds children remain unlettered or pre-lettered. Only 30 per cent of those who enroll in class six, pass in the class examination. Again, only 20 per cent of those who enroll in class six, pass the SSC. The performance of boys and girls as well as urban and rural schools call for attention to solve the disparities.
There is no evaluation of whether or not the students could follow what is taught in the class. Questions are not encouraged. The students never get answers, even if they ask an occasional question. There is a dearth of qualified teachers to teach subjects like English and mathematics. The other teachers lack the needed knowledge to teach the subjects they teach. Head teachers do not pay full attention to their schools because of their other preoccupation. The writer touches their problems in the book to sensitise the authorities.
(A senior manager: BRAC Education Programme, PACE, the writer could be reached at e-mail: mmbillah2000@yahoo.com, mmbillah@dhaka.net)
THE book, 'Education-Hope, Reality and New Hope', should prove relevant for those who work in the arena of education. At the outset the author does not forget to mention that Bangladesh is lagging behind its neighbours in education. The country is yet to take a massive but pragmatic education programme for its huge population. The writer aptly identified the lack of infrastructure due to political causes as the principal factor behind this backwardness.
Few of the recommendations of 14 education commissions, since 1947, were implemented, he mention. The writer underlines the need for extensive research for the development of an education system for the country. Divided into 15 chapters, the book deals with primary, secondary and higher education.
The author highlights how the authorities neglected education although the Constitution of the Republic pledges universal primary education for all boys and girls. The compulsory primary education law of 1990 did not incorporate a time frame for achieving the goal of universal education. The UN Millennium Development Goals (MDGs), adopted in 2000, set a 15-year time frame to achieve the goal.
Nath points out that the Constitution is silent about the time frame.
The data and information on education in Bangladesh provided in the book could be useful for education researchers as well as education managers. Though Bangladesh nationalised primary education in 1974, it took no pragmatic steps to ensure its quality. UN-sponsored inter- governmental conferences since 2000 created a new inspiration on education for all. Now, 87 per cent of children in the 6-10 age group go to school, up from 60 per cent in 1990. In the secondary level admission increased one and a half times in last seven years. Drop-out rate has decreased, primary education cycle rate has increased. Now, 75 per cent of the children who enroll in primary education complete the primary cycle. In South Asia, Bangladesh is next only to Sri Lanka in the enrolment rate of boys and girls in primary and secondary schools.
Nath rightly points out that political will is essential for the improvement of the education scenario. He provides a comparative picture of primary and secondary education now and in the past and seeks to identify the problems, plaguing the education system. He does not forget to touch the problems facing the education of ethnic children and teacher development programme and how to address the issues. In all, 45 ethnic groups live in 9388 villages of Bangladesh, constituting 1.6 per cent of the population.Ethnic children's participation in primary school is estimated at 57 per cent compared to 77 per cent of the mainstream.
The author does not forget to touch the one-room, one-teacher non-formal primary schools, started by BRAC in 1985. Though the BRAC non-formal schools follow the national syllabus, their mode of operation is different from the other institutions in the country.
Primary education: Out of 18 million eligible students in the country, 13 per cent still remain outside the primary schools. It means over 2.3 million students are deprived of primary education. The goal of compulsory primary education remains elusive even 17 years after the adoptation of the law. Drop-out rate of 50 per cent due to socio-economic factors, should be a cause for worry.
On an average 60 per cent students attend classes. Classroom cannot accommodate if more students attend. A grimmer picture is, 40 per cent of the children complete primary education without studying. Only 2 per cent of the students, who complete, acquire all the skills determined by the government. No less grim is the picture that two-thirds children remain unlettered or pre-lettered. Only 30 per cent of those who enroll in class six, pass in the class examination. Again, only 20 per cent of those who enroll in class six, pass the SSC. The performance of boys and girls as well as urban and rural schools call for attention to solve the disparities.
There is no evaluation of whether or not the students could follow what is taught in the class. Questions are not encouraged. The students never get answers, even if they ask an occasional question. There is a dearth of qualified teachers to teach subjects like English and mathematics. The other teachers lack the needed knowledge to teach the subjects they teach. Head teachers do not pay full attention to their schools because of their other preoccupation. The writer touches their problems in the book to sensitise the authorities.
(A senior manager: BRAC Education Programme, PACE, the writer could be reached at e-mail: mmbillah2000@yahoo.com, mmbillah@dhaka.net)