Regional disparities in education
Wednesday, 4 May 2011
Md Masum Billah
Regional disparities in education have been highlighted in this year's Education Watch report. It targeted Sylhet division which is characterised by affluence and poverty, plain land and haor, tea estates and sophisticated urbanity. Very interesting pictures have come out through the research and recommendations made by the organisation which will provide ample food for thought for the policy makers. Both at the primary and secondary level schools, the enrolment in Sylhet are much lower than the national average. They stand 80.5 per cent at primary and 64.2 per cent in the secondary level whereas the national average is 86.4 per cent and 77.7 per cent respectively. In terms of the literacy rate, Sylhet also lags far behind the national average. The literacy rate for the seven plus age-group population, it is 40.7 per cent and for adult population it is 44.4 per cent; but the national average is 48.5 per cent and 52.1 per cent respectively. These figures at the basic levels of education call for a serious concern for the national policy makers. Economic deprivation and social inequalities arising from their geographical isolation keep the children away from school. Although the overall economic situation is better than the rest of Bangladesh, there is a likelihood that due to the geographical reasons the inequality in income distribution gets worse in Sylhet. Compared to 38.5 per cent overall in Sylhet division, more than half of the haor communities (54 per cent under study) had only kancha road. The head teachers reported that over one-fifth of the students had to face poor transportation during dry season which doubles in the wet season. The situation becomes worse in rural Sunamgonj and in the haor areas. The practice of child labour is a major factor for the rate of school drop-out in these areas. Generally, children of these areas start going to school late compared to other parts of the country, they also drop out earlier than others. The age-specific enrolment rates in Sylhet are lower for all ages compared to the national averages. Sixty-five per cent of children of age six are enrolled in schools in other parts of the country on an average, but it is 52 per cent in Sylhet division. Many parents are not aware at all about the age of admission to schools. By the age of 15 years, half of the children of the plane lands, 60 per cent of those of haor areas and 73 per cent of those in the tea estates hills forests are out of school. The comparative national figure is less than 40 per cent. Some parents are unable to bear the cost of education, while many children are engaged in income-earning activities at an early age. Poor teaching and learning provisions and lack of care in schools are also important reasons for leaving school which the study unveils. Per capita availability of primary level educational institutions in Sylhet is not less compared to other parts of the country, but it is not the case for secondary education. Against 6.4 per cent of the student population at both the levels, Sylhet contains 7.8 per cent of the primary level institutions and 3.9 per cent of the secondary level institutions, clearly showing inadequacy of secondary education provision in Sylhet. It indicates lower institutional investment in education. The number of teachers at both the levels is also lower than the national average. The average number of teachers in primary schools of this region is 4.4 and 12.8 in the secondary schools. These figures at the national level are 5.1 and 14.3 respectively. In terms of teachers' qualification and training, hardly any variation is available. But a quarter of the rural school teachers live in urban areas. This is because of financial solvency and the fact that there are no good living places available adjacent to school like in other parts of the country. Absenteeism and late arrival coupled with early departure from school all are significantly higher among the school teachers in Sylhet region. The average loss of time for this is 56 minutes per day for primary teachers and 48 minutes for secondary teachers. Primary school teachers in the haor areas and in Sungamgonj district are least punctual. Their average loss of time per day is 76 minutes for haor teachers and 80 minutes for Sunamgonj teachers. Thus, a good amount of teaching hours are lost contributing to ineffective classroom teaching, incomplete lesson, producing poor quality students and creating negative idea about education among the people of these backward areas. The uapzila education officials are also less proactive in addressing the key issues of school functioning. Some educational institutions are not visited at all throughout the year or visited once or twice which is really inadequate. It was found in the study that 72.5 per cent of the primary schools did not see any visitor in 2009. Per capita availability was not less for primary schools in Sylhet but it is significantly less for secondary schools, compared to the rest of the country. The study of Education Watch found that 42 per cent of the villages do not have any primary schools at all. When our education policy gives much emphasis on education and promises uniform education, it is really a matter of serious concern for all of us. The scenario of education in Sylhet region clearly shows a paradoxical situation: a relatively good economic condition but worsening social indicators. There must be a good and coherent coordination to promise a uniform education and development of this region. Education Watch has made a series of recommendations putting emphasis on strong political commitment accompanied with pragmatic strategies to minimise the disparities of education in Sylhet region. They consider that the broad geographical diversity of Sylhet division and variations within, a general principle of educational development strategy will not fit for the whole region. Recognising the fact and the principle of equality mentioned in the Education Policy of 2010, it is important to flag on decentralized education planning and implementation. Children of haor areas are at risk of not attending schools due to unique geographical reality there, which has different effects in dry and wet seasons. Considering the mode and strength of water flow during wet season, new roads can be constructed wherever possible and existing roads can be reconstructed. Special water bus services for the students and teachers can be introduced specifically during the wet seasons in haor areas. The government and NGO activities should be expanded in the haor areas and tea estates. To address the issue of drop out, a stipend programme should be extended and a 'school feeding' programme may encourage the parents to send their children to school. It is important to appoint more education officials in all upazilas of Sylhet division especially in the remote and hard to reach areas. Each of them should be given the responsibility to look after a small number of schools so that they can give due attention to each school. Part time teachers should be engaged along with more regular teachers and teachers should be given incentiveshardship allowances so that they become interested to work in these backward areas. For raising awareness among the vulnerable guardians, regular parent-teacher meeting can be arranged. A mechanism can be found out to encourage the non-resident Bangladeshis to contribute more for educational development of Sylhet. Space should be created so that a collective initiative can be taken. The government can initiate creating a special education fund for Sylhet division in which both the government and the NRBs can contribute. To uphold the prestige of gender parity, student participation and teacher's recruitment must be given a meaningful glance. The writer is Programme Manager of BRAC, and can be reached at E-mail: mmbillah2000@yahoo.com
Regional disparities in education have been highlighted in this year's Education Watch report. It targeted Sylhet division which is characterised by affluence and poverty, plain land and haor, tea estates and sophisticated urbanity. Very interesting pictures have come out through the research and recommendations made by the organisation which will provide ample food for thought for the policy makers. Both at the primary and secondary level schools, the enrolment in Sylhet are much lower than the national average. They stand 80.5 per cent at primary and 64.2 per cent in the secondary level whereas the national average is 86.4 per cent and 77.7 per cent respectively. In terms of the literacy rate, Sylhet also lags far behind the national average. The literacy rate for the seven plus age-group population, it is 40.7 per cent and for adult population it is 44.4 per cent; but the national average is 48.5 per cent and 52.1 per cent respectively. These figures at the basic levels of education call for a serious concern for the national policy makers. Economic deprivation and social inequalities arising from their geographical isolation keep the children away from school. Although the overall economic situation is better than the rest of Bangladesh, there is a likelihood that due to the geographical reasons the inequality in income distribution gets worse in Sylhet. Compared to 38.5 per cent overall in Sylhet division, more than half of the haor communities (54 per cent under study) had only kancha road. The head teachers reported that over one-fifth of the students had to face poor transportation during dry season which doubles in the wet season. The situation becomes worse in rural Sunamgonj and in the haor areas. The practice of child labour is a major factor for the rate of school drop-out in these areas. Generally, children of these areas start going to school late compared to other parts of the country, they also drop out earlier than others. The age-specific enrolment rates in Sylhet are lower for all ages compared to the national averages. Sixty-five per cent of children of age six are enrolled in schools in other parts of the country on an average, but it is 52 per cent in Sylhet division. Many parents are not aware at all about the age of admission to schools. By the age of 15 years, half of the children of the plane lands, 60 per cent of those of haor areas and 73 per cent of those in the tea estates hills forests are out of school. The comparative national figure is less than 40 per cent. Some parents are unable to bear the cost of education, while many children are engaged in income-earning activities at an early age. Poor teaching and learning provisions and lack of care in schools are also important reasons for leaving school which the study unveils. Per capita availability of primary level educational institutions in Sylhet is not less compared to other parts of the country, but it is not the case for secondary education. Against 6.4 per cent of the student population at both the levels, Sylhet contains 7.8 per cent of the primary level institutions and 3.9 per cent of the secondary level institutions, clearly showing inadequacy of secondary education provision in Sylhet. It indicates lower institutional investment in education. The number of teachers at both the levels is also lower than the national average. The average number of teachers in primary schools of this region is 4.4 and 12.8 in the secondary schools. These figures at the national level are 5.1 and 14.3 respectively. In terms of teachers' qualification and training, hardly any variation is available. But a quarter of the rural school teachers live in urban areas. This is because of financial solvency and the fact that there are no good living places available adjacent to school like in other parts of the country. Absenteeism and late arrival coupled with early departure from school all are significantly higher among the school teachers in Sylhet region. The average loss of time for this is 56 minutes per day for primary teachers and 48 minutes for secondary teachers. Primary school teachers in the haor areas and in Sungamgonj district are least punctual. Their average loss of time per day is 76 minutes for haor teachers and 80 minutes for Sunamgonj teachers. Thus, a good amount of teaching hours are lost contributing to ineffective classroom teaching, incomplete lesson, producing poor quality students and creating negative idea about education among the people of these backward areas. The uapzila education officials are also less proactive in addressing the key issues of school functioning. Some educational institutions are not visited at all throughout the year or visited once or twice which is really inadequate. It was found in the study that 72.5 per cent of the primary schools did not see any visitor in 2009. Per capita availability was not less for primary schools in Sylhet but it is significantly less for secondary schools, compared to the rest of the country. The study of Education Watch found that 42 per cent of the villages do not have any primary schools at all. When our education policy gives much emphasis on education and promises uniform education, it is really a matter of serious concern for all of us. The scenario of education in Sylhet region clearly shows a paradoxical situation: a relatively good economic condition but worsening social indicators. There must be a good and coherent coordination to promise a uniform education and development of this region. Education Watch has made a series of recommendations putting emphasis on strong political commitment accompanied with pragmatic strategies to minimise the disparities of education in Sylhet region. They consider that the broad geographical diversity of Sylhet division and variations within, a general principle of educational development strategy will not fit for the whole region. Recognising the fact and the principle of equality mentioned in the Education Policy of 2010, it is important to flag on decentralized education planning and implementation. Children of haor areas are at risk of not attending schools due to unique geographical reality there, which has different effects in dry and wet seasons. Considering the mode and strength of water flow during wet season, new roads can be constructed wherever possible and existing roads can be reconstructed. Special water bus services for the students and teachers can be introduced specifically during the wet seasons in haor areas. The government and NGO activities should be expanded in the haor areas and tea estates. To address the issue of drop out, a stipend programme should be extended and a 'school feeding' programme may encourage the parents to send their children to school. It is important to appoint more education officials in all upazilas of Sylhet division especially in the remote and hard to reach areas. Each of them should be given the responsibility to look after a small number of schools so that they can give due attention to each school. Part time teachers should be engaged along with more regular teachers and teachers should be given incentiveshardship allowances so that they become interested to work in these backward areas. For raising awareness among the vulnerable guardians, regular parent-teacher meeting can be arranged. A mechanism can be found out to encourage the non-resident Bangladeshis to contribute more for educational development of Sylhet. Space should be created so that a collective initiative can be taken. The government can initiate creating a special education fund for Sylhet division in which both the government and the NRBs can contribute. To uphold the prestige of gender parity, student participation and teacher's recruitment must be given a meaningful glance. The writer is Programme Manager of BRAC, and can be reached at E-mail: mmbillah2000@yahoo.com