PRIORITIES FOR PROGRESS

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An overview of foundational changes essential for strengthening the education system in Bangladesh.


 

There exist issues in Bangladesh’s education sector that stem from foundational problems. The learning outcomes have been unsatisfactory, largely due to shortcomings in planning, school management, and accountability. There is a lack of a comprehensive educational vision, an insufficient number of professionally skilled and committed teachers, and limited career incentives to encourage better performance.

 

Policies Are Not the Problem

In theory, Bangladesh’s national education policies should be effective. For instance, the 2010 policy outlined a clear framework for educational progress, including a unified core curriculum across all types of schools, a minimum standard of provisions for all students, significant reforms in teacher training and performance standards, and a decentralised, accountable system of governance. However, the efforts behind implementing the policy were disjointed and insincere leading to fragmented and incomplete implementation of the policy, which failed to consider the sector holistically. Poor planning, insincere management, and lack of accountability have resulted in waste, inefficiency, and mismanagement. While some have pointed to low budget allocation for education, less than 2% of GDP (one of the smallest among developing countries), increased funding alone will not suffice. Educationists, researchers, and experts have actually suggested that a larger budget without proper reforms will only lead to more inefficiency and waste.

 

Politics is Largely to Blame

A recent example is the hurried implementation of the new school curriculum introduced in 2022. There was insufficient preparation for the necessary steps to implement competency-based education, resulting in widespread anxiety and confusion among students, teachers, and parents. The disorganised and fragmented approach has not only baffled teachers but placed the future of students at risk.

There are concerns that the 2022 education curriculum is doomed to fail not because of its content, but rather the people making the decisions to push it at break-neck speeds. No country has ever successfully implemented an initiative as ambitious as the 2022 curriculum overnight. Yet, administrators, ministers, and bureaucrats took hurried actions, never considering whether teachers, some of who stay for 30 to 40 years, are ready for such a snap-decision, and whether parents, those whose children’s futures are at stake, believed in it.

Teachers were placed under significant pressure due to the extensive training required for the new curriculum. However, this pressure was neither acknowledged nor was a time frame proposed to indicate how long it would last or how it might be eased over time. There was no effort to measure the amount of pressure teachers were under, leaving the majority without confidence in their ability to deliver the new curriculum.

Parents and guardians were left in the dark about what the changes actually entailed. There was insufficient information provided to them about their children’s education, yet they were expected to trust that the mandatory changes would be beneficial. To add to that, past government initiatives, such as the unitrack system (ekmukhi shikkha) and the creative (srijonshil) curriculum, had either been controversial or unsuccessful. Furthermore, issues like leaked exam papers and the general perception of corruption eroded parents’ confidence over time, meaning the proposed new curriculum was received with overall scepticism. It is understandable, then, why Professor Wahiduddin Mahmud, Education and Planning Adviser to the Interim Government, has raised concerns about the new curriculum and suggested returning to the previous system.

 


The greatest hindrance to the development and progress of our education sector has been the influence of partisan political interests over educational goals, particularly in personnel recruitment. This has perpetuated corruption, inefficiency, and a lack of accountability.


 

Education Priorities During State Reform

Alongside state reforms, changes in the education sector are equally essential. The priorities right now should be to make sure that all immediate crises between students, teachers, and parents are resolved as soon as possible, and to prepare ourselves for the challenges that are sure to present themselves in the very near future.

 

Regular Classroom Activities

The highest priority is to resume regular schooling. This includes restoring normal classes, homework, tests, and exams at the primary and secondary levels. At the university level, the University Grants Commission (UGC) must focus on fulfilling its primary task of providing clear guidelines to universities. It is important to note that the UGC’s decision to shut down universities during the protests has been questioned, particularly regarding whether the UGC holds sufficient authority over both public and private institutions. This has been a point of serious contention. Now, the UGC has a crucial role in setting guidelines to help teachers, students, parents, and university stakeholders transition back to regular activities.

 

Safe Learning Environment for Students and Teachers

Mass resignations, removals, and forced departures have significantly disrupted both school and university operations. Some students have called for the removal of teachers who remained silent or did not side with the students during protests. In many cases, students have accused these teachers of being politically aligned and unworthy of their positions, leading to demands for their resignation. This growing mistrust in teachers highlights the urgent need to place capable, merit-based individuals in positions of authority within educational institutions, free from political influence. The UGC can play a critical role in facilitating this process by advising institutions on setting clear job qualifications and establishing transparent search committees.

 

The Quality of the National Curriculum

There is now an opportunity to slow down and make meaningful adjustments to the curriculum in order to achieve the goals of the ambitious 2022 reforms. One of the most controversial aspects has been student evaluation, along with the effective implementation of the curriculum in classrooms. Experts and stakeholders need to be more involved in this process. The transition to the new curriculum must be slow and deliberate to minimise disruption and confusion, while also building confidence. As such, the conventional end-of-year public student evaluations based on written exams should not be eliminated just yet. However, formative, practical, and work-based evaluations could gradually be introduced on a limited scale to help teachers, students, and parents familiarise themselves with the competency-based curriculum. The new curriculum and its goals are not at fault. On paper, the curriculum is strong, but as a reform, the implementation process needs to be revisited in the medium-to-long term. The approach must be holistic, allowing schools to gradually adapt to the curriculum, rather than having it imposed on institutions overnight.

 

Education Budget, Resource Allocation, and Financial Management

Financial management and resource allocation should be part of a long-term growth plan, with a committed budget. According to the Annual Primary School Census 2022, there are 114,539 primary schools in the country, yet the student-to-teacher ratio stands at about 33:1. While there is no universal consensus on the ideal ratio, studies consistently show that lower ratios produce better students and improve the quality of education. Some suggest a target of 15:1 to 20:1 as reasonable, but we are far from reaching this, especially in schools outside major cities. Achieving this target will take time and external support. Non-Governmental Organisations (NGOs) working in Bangladesh’s education sector will need backing to make this a reality. Their role will be to collaborate with the government in creating district- and upazila-based plans for inclusive early childhood, primary, secondary, and vocational education of acceptable quality.

 

Dignifying Education as a Profession

Teachers deserve more focus in our education system. We need to increase their numbers, improve their quality, enhance teacher training, and create a more attractive career path for educators. To ensure long-term change in education, teachers’ professionalism and performance are crucial. The country’s best talents should be aspiring to become teachers. Teachers should hold a respected status in society, with high standards, attractive incentives, and rewarding compensation. They should serve as ideal role models for students. While this is a long-term priority, the work must begin now.

 

Education as an Employability Factor

A common concern among parents is that students, even after earning a bachelor’s degree, struggle to find jobs. Companies cite a lack of skills and preparedness among graduates, while students complain that universities are not equipping them with the necessary skills to become employable. This gap can be bridged by involving businesses more in the education system. The private sector and social enterprises can help guide the types of skills development programs that schools and universities should adopt. Successful programs should receive support from employer bodies in creating social businesses aimed at employment generation and skills development.

 


The path to realising educational reforms must be shaped by expert consultations that fully understand the needs of all stakeholders – students, teachers, parents, and institutions.


 

A Promise of Progress

True reform can only be achieved when these experts are empowered to act autonomously, free from undue interference, ensuring that their focus remains on the betterment of our education system. Education reform is not a quick fix but a gradual transformation, requiring patience, perseverance, and faith in a shared vision. If we approach these challenges with transparency, respect for expertise, and a genuine desire to create opportunities for all, we can rebuild our education system into one that serves every child in Bangladesh. By fostering an environment of collaboration and innovation, and by holding education at the core of our national development, we will not only strengthen the future workforce but also restore a sense of pride and purpose in the generations to come. In this moment of transition, we have the unique opportunity to lay the groundwork for lasting change, and together, we can build an education system that will stand as a testament to our collective resilience and ambition.

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