1.0 Introduction
In Bangladesh
ensuring that the fruits of economic growth are equitably shared by her population lies in
development and utilisation of her human resources, the only resource Bangladesh
abundance. Education therefore has been recognised as a priority sector by all
governments since her independence. What follows is a brief review of the education
sector in Bangladesh
addressed, presented in Section 2. Section 3 highlights the key issues as identified by the
Task Force. Section 4 presents a set of policy recommendations put forward by the Task
Force for implementation during the five year term of the next elected Government.
2.0 Education Sector in Bangladesh
The review has been organised as follows. After introducing the overall structure of the
education system in Bangladesh
sector have been drawn focusing on their respective size, overall performance, and the
constraints faced with a view to finding ways and means for relaxing the same. In
drawing the above profiles official data sources have primarily been used, supplemented
where necessary by other sources.
2.1 The Education Sector of Bangladesh
2.1.1 Structure:
The education system in Bangladesh
streams. The mainstream happens to be a vernacular based secular education system
carried over from the colonial past. There also exists a separate religious system of
education. Finally, based on use of English as the medium of instruction, another stream
of education, modelled after the British education system, using the same curriculum, has
rapidly grown in the metropolitan cities of Bangladesh
However diverse the above streams may apparently look, they have certain common
elements, and there exists scope for re-integration of graduates of one stream with the
other at different levels.
The mainstream education system in Bangladesh
a. One or two year pre-primary education imparted in private schools/kindergartens,
and informally in government primary schools for six months.
b. Five-year compulsory primary education for the 6-10 year age group, imparted
mainly in government and non-government primary schools. In metropolitan
cities, however, government and non-government primary schools cater to the
educational needs only of the poorer sections of the people, as the better-off
families usually send their children to Private English Medium schools/ secondary
schools that run primary sections as well. There, however, exist a substantialnumber of NGO run non-formal schools catering mainly for the drop- outs of the
government and non-government primary schools. Very few NGOs however
impart education for the full 5-year primary education cycle. Because of that, on
completion of their 2-3 year non-formal primary education in NGO run schools,
students normally re-enter into government/ non-government primary schools at
higher classes. NGO run schools differ from other non-government private
schools. While the private schools operate like private enterprises often guided by
commercial interests, NGO schools operate mainly in areas not served either by
the government or private schools essentially to meet the educational needs of
vulnerable groups in the society. They usually follow an informal approach to suit
the special needs of children from the vulnerable groups.
c. On completion of primary education, students (11+) enrol for junior secondary
education that spans over 3 years. At the end of this phase of education, some
students branch out to join the vocational stream, offered at Vocational Training
Institutes (VTI) and Technical Training Centres (TTC) run by the Ministry of
Education, and the Ministry of Labour and Employment respectively, while
students in the mainstream continue in government and non-government
secondary schools for a 2 year secondary education in their respective areas of
specialisation i.e. humanities, science, commerce, etc. At the end of their
secondary education, the students sit for their first public examination (S.S.C.)
under the supervision of six education boards.
The students of religious education and English medium streams also sit for their
respective public examinations, Dakhil, and O level, conducted by the Madrasah
Education Board, and London/Cambridge University respectively, facilitated by
the British Council in case of the latter.
d. After 10 years of schooling at primary and secondary level, students (16+) who
succeed in passing the Secondary School Certificate (S.S.C.) examination have
the option of joining a college for a 2 year higher secondary education in their
respective areas of specialisation, or enrol in technical/ poly technical institutes
for technical education. After 2-year higher secondary education, one has to sit for
another public examination called Higher Secondary Certificate (H.S.C.)
Examination conducted by the Education Boards to qualify for further education.
Students of Religious and English Medium streams also sit for their respective
public examinations, Alim, and 'A' level, conducted by the Madrasah Education
Board and London/Cambridge University respectively to qualify for further
education.
e. Under-graduate education of various duration (2 to 4 years) are offered to 18+
students at a number of public and private universities / degree colleges/technical
colleges/ specialised institutions. Successful completion of a degree course is a
pre-requisite for appointment to a white-collar civilian job.
f. Post-graduate education normally of 1-2 year duration is provided at universities
and selected degree colleges and institutions.
2.1.2 Management:
Pre-primary education, generally recognised as a useful stage of education to smoothen
the transition from home to an institutional environment and thereby contributing to
reduced drop out rates at primary level has so long remained outside the purview of
official education policy of Bangladesh
exclusively in the hands of the schools imparting such education and some NGOs
running such schools. The Education Policy 2000 did however recognise the need for
pre-primary education and recommended its gradual introduction to 5+ children in
primary schools with a view to universalising one-year pre-primary education by the year
2005.
As provision of universal compulsory primary education has been recognised by the
Constitution of Bangladesh
responsibility of the management of primary education in Bangladesh
wake of enactment of Compulsory Primary Education Act in 1990.
The overall responsibility of management of primary education lies with the Primary
and Mass Education Division (PMED) set up as a separate Division with the status of a
Ministry in 1992. While the PMED is involved in formulation of policies, the
responsibility of implementation of the same rests with the Directorate of Primary
Education (DPE) headed by a Director General. The different tiers of administration such
as Divisions, Districts and Upazilas are manned by Deputy Directors, District Primary
Education Officers (DPEO) and Upazila Education Officers (UEO) respectively. UEOs
are assisted by a number of AUEOs each in charge of a cluster of primary schools. At the
school level, there exist School Management Committees (SMC) formed as per
government directives with certain well defined functions, and Parent Teachers
Associations (PTA) playing a supportive role in building favourable teaching-learning
environment in schools.
The Directorate of Primary Education (DPE) and its subordinate offices in the district and
upazila are solely responsible for management and supervision of primary education.
Their responsibilities include recruitment, posting, and transfer of teachers and other
staff; arranging in-service training of teachers; and distribution of free text books, and
supervision of schools.
The responsibility of school construction, repair and supply of school furniture lies with
the Facilities Department (FD) and Local Government Engineering Department (LGED).
The National Curriculum and Text Book Board (NCTB) is responsible for the
development of curriculum and production of textbooks.
While the Ministry of Education (MOE) is responsible for formulation of policies, the
Directorate of Secondary and Higher Education (DSHE) under the Ministry of Education
is responsible for implementing the same at secondary and higher education level.
The NCTB is responsible for developing curriculum, and publishing standard textbooks.
Six region based Boards of Intermediate and Secondary Education (BISE) are responsible
for conducting the two public examinations, S.S.C. and H.S.C., in addition to granting
recognition to non-government secondary schools.
DSHE is divided into eight zones , each in charge of a Deputy Director assisted by two
Inspectors, and two Assistant Inspectors. District Offices are headed by District
Education Officers (DEO).
There exist three different levels of supervision. BISEs are responsible for accreditation
of non-government secondary schools. However, because of lack of inspection capacity,
the work is delegated to Zonal Inspectors and DEOs. The Directorate of Inspection and
Audit of MOE with a small manpower of 24 Inspectors is responsible for periodic
qualitative and quantitative evaluation of non-government schools. Each zone has two
Inspectors and two Assistant Inspectors to inspect all schools covered by the zones.
At the school level, in case of non-government secondary schools, School Management
Committees (SMC), and at the intermediate college level in case of non-government
colleges, Governing Bodies (GB), formed as per government directives, are responsible
for mobilising resources, approving budgets, controlling expenditures; and appointing
and disciplining staff.
In government secondary schools there does not exist any SMC. The Head Master is
solely responsible for running the school and is supervised by the Deputy Director of the
respective zone. PTAs however exist essentially for ensuring a better teaching learning
environment.
In NGO run schools also there does not exist any SMC. The style of management differs
depending upon differences in policies pursued by different NGOs. Some are centrally
managed within a highly bureaucratic set up while others enjoy considerable autonomy.
While teachers of non-government secondary schools are recruited by concerned SMCs
observing relevant government rules, teachers of government secondary schools are
recruited centrally by the DSHE through a competitive examination. Different NGOs
pursue different policies regarding recruitment of teachers. Some NGOs prepare a panel
of prospective teachers on the basis of a rigorous test, and recruit teachers from the
above panel, while some NGOs recruit teachers from the locally available interested
persons, rather informally.
The Directorate of Technical Education (DTE) is responsible for planning, development
and implementation of technical and vocational education in the country.
Universities in Bangladesh
such as Syndicate, Senate, Academic Council etc. in accordance with provisions laid
down in their respective Acts.
2.1.3 Budgeting
Education in Bangladesh
education sector out of its revenue and development budgets primarily finance
educational expenditures. Given the low revenue / GDP ratio, the government however is
heavily dependent on external sources for financing its development budget. External aid
finances more than 50 percent of government development expenditures on education.
The full costs of government primary schools are borne by the government. The
government also pays 90 percent of base teacher salaries of non-government registered
primary schools. Besides, the non-government schools also receive grants from the
government for repair of school building. The Upazila Nirbahi Officer (UNO) decides
which school to receive grant and disburses the money. Students in both government and
non-government registered schools receive free textbooks.
Virtually, the full costs of government secondary schools are borne by the government as
the students pay only a nominal fee. The non-government secondary schools also receive
substantial support from the government. The government pays 90 percent of basic
salaries, house rent and medical allowances to teachers appointed against sanctioned
posts of all recognised non-government secondary schools. In addition, the government
provides occasional grants for construction and maintenance, teacher training at training
institutes, and also stipend to female students of classes VI to X of schools located in
non-municipal areas. Student fees and income from other sources meet the remaining
resource needs.
Although the government virtually bears the full costs of government primary and
secondary schools, and also provides free text books to primary school students, there
still remain other costs such as uniforms, educational supplies, transportation, etc. Those
still have to be borne by the parents. Moreover, in a country like Bangladesh
nearly half the population lives below poverty line, the opportunity cost of education in
terms of foregone income that could be derived from child labour is not insignificant. The
government therefore had to intervene with programmes like Food for Education,
Primary Education Stipend Project, and Stipend for Girl Students at secondary schools.
Public universities, which charge nominal tuition fees from the students, are almost
entirely state financed.. Private universities on the other hand receive no financial support
from the government, and run their academic programmes charging high tuition fees
from their students. Table 1 presents the level of central government expenditure on
education while Table 2 presents the distribution of revenue and development
expenditures on education by sub-sectors.
Table: 1
Trends in the Level of Central Government Expenditure on Education
(Percentage of GDP*)
Fiscal Year | Revenue Expenditure | Development Expenditure | Total Expenditure |
1973-1980 average | 0.63 | 0.27 | 0.9 |
1981-1985 average | 0.73 | 0.23 | 1.0 |
1986-1990 average | 1.03 | 0.30 | 1.3 |
1991 | 1.06 | 0.16 | 1.2 |
1992 | 1.14 | 0.21 | 1.4 |
1993 | 1.34 | 0.47 | 1.8 |
1994 | 1.36 | 0.66 | 2.0 |
1995 | 1.30 | 1.06 | 2.4 |
1996 | 1.30 | 0.83 | 2.1 |
1997 | 1.30 | 0.90 | 2.2 |
1998 | 1.39 | 0.77 | 2.2 |
Source: BBS and various budget documents, quoted in World Bank,(1999)
- Based on the revised national accounts series.
Table: 2
Percentage Distribution of Public Revenue and Development Expenditures on
Education by Sub-Sectors
Fiscal Years | Primary | Secondary | Technical | University | NFE | Others | Total | |
Revenue Expenditures | ||||||||
91/92 | 48.2 | 36.8 | 2.4 | 8.5 | - | 4.1 | 100 | |
92/93 | 44.6 | 40.6 | 2.3 | 7.9 | - | 4.6 | 100 | |
93/94 | 45.4 | 42.3 | 2.3 | 8.2 | - | 1.8 | 100 | |
95/96 | 43.8 | 42.6 | 2.1 | 8.0 | - | 3.6 | 100 | |
96/97 | 43.5 | 42.9 | 2.1 | 7.9 | - | 3.6 | 100 | |
97/98 | 43.0 | 46.5 | 1.5 | 7.4 | - | 1.6 | 100 | |
98/99 (B) | 41.6 | 48.4 | 1.4 | 7.1 | - | 1.5 | 100 | |
Development Expenditures | ||||||||
91/92 | 40.1 | 23.5 | 7.3 | 22.3 | - | 6.8 | 100 | |
92/93 | 66.0 | 0.5 | 2.1 | 7.1 | 1.2 | 3.1 | 100 | |
93/94 | 68.2 | 18.9 | 1.9 | 9.3 | 0.9 | 0.8 | 100 | |
94/95 | 52.6 | 41.0 | 0.4 | 0.8 | 2.7 | 2.5 | 100 | |
95/96 | 45.6 | 43.6 | 0.6 | 3.7 | 2.9 | 3.6 | 100 | |
96/97 | 24.2 | 57.4 | 1.7 | 10.9 | 4.7 | 1.1 | 100 | |
97/98 | 26.8 | 45.2 | 2.2 | 13.3 | 9.2 | 3.3 | 100 | |
98/99 (B) | 47.3 | 32.4 | 3.3 | 5.3 | 8.6 | 3.1 | 100 | |
Source: Revised budget estimates from Demands for Grants and Appropriations (Non-
Development) 1991-99 and ADP 1991-99, as quoted in World Bank,(1999)
B= Budget estimates
Development expenditure on education consistently increased up to 1995 to 1.06 percent
of GDP from the 1973-1980 average of 0.27 percent, raising total expenditure to a peak
of 2.4 percent of GDP in 1995 which since then slided down to 2.2 percent in 1998
primarily due to a fall in development expenditure in education. Revenue expenditure
increased from 1973-1980 average of 0.63 percent of GDP to 1.39 percent in 1998.
Education sector's share in total government expenditures increased from 11.8 percent in
FY 1990 to 18.6 percent in FY 1996. From FY 1997 through FY 1999, education sector's
share remained stable, around 16 percent of total government expenditures. [World Bank,
1999]
Primary and secondary education together accounted for 90 and 80 percent of total
revenue and development expenditures respectively of the education sector in 1998-99,
registering an increase over their combined shares of 85 percent and 63.6 percent of
revenue and development expenditures respectively in 1991-92. The share of primary
education in revenue budget however consistently declined from 48.2 percent in 1991-92
to 41.6 primary in 1998-99 while secondary education sector's share increased from 36.8
percent in 1991-92 to 48.4 percent in 1998-99. Real public spending per student per
annum declined in primary education while the opposite trend may be observed in case of
secondary education.
A look into the composition of public current expenditures on primary education reveals
that teacher salaries in government primary schools and grants for salary subvention for
non-government primary schools together accounted for 96.7 percent of total current
spending or primary education in 1998, operation and maintenance accounting for only
3.3 percent. Its share, earlier, was even lower, 1.1 percent in 1992. As O & M
expenditure also include expenditure on a fairly large educational bureaucracy, very little
is actually left for spending on pedagogical inputs other than textbooks.
Development expenditures in primary education are spent largely on building physical
facilities including renovation of damaged schools and improving physical facilities.
Staff compensation dominates current expenditures, also in case of secondary education
as 79 percent of revenue expenditure for secondary education go towards teacher
subvention payments to non-government secondary schools. Grants from the
development budget are primarily for construction.
Reflected by the stable shares of different sub-sectors in the education budget ( Table 2.2)
revenue expenditures appear to be set by precedent rather than rational planning and tend
to follow the previous year's pattern. Development expenditures however, show large
variations in sub-sectoral shares, primarily due to varying commitments of donor and
lending agencies (World Bank, 1999).
Budgetary allocations towards O & M for primary schools are a fixed small amount and
bear no relationship to actual needs.
There exist well-defined guidelines for allocation of teacher subvention payments to non-government schools. Entitlement of a school for subvention payment is subject to satisfying certain conditions e.g. receipt of government recognition; recruitment of
teachers as per specified rules; enrolment of a minimum number of students; use of
government approved curriculum; acceptance of government approved accounts and
audit system; satisfactory student performance in examinations; and the presence of a
properly constituted School Management Committees. Every month all teachers of a
school jointly submit a bill for their salary duly approved by the Chairman and Member-
Secretary (the headmaster) and the salaries are paid directly to teachers' accounts in a
designated nationalised commercial bank.
In case of government schools, DSHE places funds directly to the schools. The Head
Master serves as the drawing and disbursing officer. The schools charge tuition fees at a
nominal rate fixed by the government. which are deposited with the Government
Treasury . For meeting other expenditures, the schools charge an annual fee, and a tiffin
fee for supplying tiffin to students. The school authorities enjoy some degree of
autonomy in charging the above fees.
Technical education received a small share in the revenue budget hovering around 2
percent of total revenue expenditure on education during the nineties. Its share in the
development budget fluctuated widely, from 7.3 percent in 1991/92 to 0.4 percent in
1994/95. In recent years an increasing trend reflecting higher priority attached to the
sector is being observed.
The share of universities in the revenue budget for education hovered around 7-8 percent
during the nineties. In terms of allocation of development expenditures to this sector,
wide fluctuations may be observed, ranging from 0.8 percent in 1994/95 to 22.3 percent
in 1991/92.
2.2 Profiles of Different Components of the Education Sector in Bangladesh
2.2.1 Primary Education
Table 3 presents data on number of primary schools, enrolment and number of teachers,
with gender breakdown for the period, 1991-2000.
Table 3
No. of Schools, Enrolment, and no. of Teachers in Primary Schools 1991-
2000 (in thousands)
1991 | 1992 | 1993 | 1994 | 1995 | 1996 | 1997 | 1998 | 1999 | 2000 | ||||||
1. No. of primary schools | |||||||||||||||
a. Total b. Government c. Non-government i) Registered ii) Unregistered | 50 38 12 9 3 | 50 38 12 9 3 | 53 38 15 9 6 | 56 38 18 15 3 | 60 38 22 17 5 | 63 38 25 21* 4 | 63 38 25 21* 4 | 64 38 25 23* 2 | 63* 38 38 25 24 | 62* 23 * 22* 2 2 | |||||
2. Enrolment in Primary Schools | |||||||||||||||
a. Total b. Boys c. Girls | 12635 6910 5725 | 13017 7048 5669 | 14067 7525 6542 | 15181 8048 7133 | 17284 9094 8048 | 17580 9219 8361 | 18032 9365 8667 | 18361 ** 9577 8784 | 17622 ** 9065 8557 | 17668 ** 9059 8609 | |||||
3. No. of teachers in government primary schools | |||||||||||||||
a. Total b. Males c. Females | 160 126 34 | 157 123 34 | 158 120 38 | 159 119 40 | 159 116 43 | 161 116 45 | 158 114 44 | 153 105 48 | 158 105 53 | 158 104 54 | |||||
Source: GOB (2000), GOB (2001)
* with community
From the table, one can notice that substantial progress has been made in improving the
access of children to primary education. Enrolment increased from 12.6 million in 1991
to 18.4 million in 1998. While the number of government primary schools remained
unchanged at 38,000, no. of non-government primary schools increased from 12,000 to
26,000 over this period with 23,000 already receiving government recognition. The sharp
increase in non-government schools has been primarily in response to meeting unmet
needs for primary education, in the wake of enactment of Compulsory Primary Education
Act in 1990 as local communities organised their own schools. NGOs also played an
active role in promoting education in poor villages without schools.
The Fifth Five Year Plan (1997-2002) that accorded highest priority to primary education
set a target of achieving gross enrolment rate of 110 percent, and net enrolment rate of 95
percent by the year 2002 ( Planning Commission, 1998). A nation wide survey conducted
by CAMPE in 1998 revealed that although high level of gross enrolment rate had already
been achieved (107 percent for both sexes-109 percent for girls and 104 percent for boys), net enrolment rate stood much behind, at 77 percent only (78.6 percent for girls
and 75.5 percent for boys). Thus, in 1998, 23 percent of children, 6-10 years of age, did
not have access to primary education. Marked regional variation in net enrolment rate
was observed. With 82.6 percent net enrolment rate Khulna led while Chittagong
far behind with 74 percent. (CAMPE-UPL, 1999). Net enrolment rate for slum children
of Dhaka city was found to be only around 60 percent-considerably lower compared even
to their rural counterparts (UNICEF,1998).
Enrolment rates significantly varied by socio-economic groups as well. A sizeable
number of children from very poor households were never enrolled in primary schools,
and many of those enrolled dropped out before completing the full five year cycle as their
families depended on child labour for survival. Although there has been some reduction
in drop out rate from 38 percent in 1995 to 35 percent in 1998, ( Planning Commission,
2000) it still remains considerably high, and needless to mention that drop out rate is
significantly higher amongst children from poorer households.
In order to improve the access of children of poorer households to primary education, and
also for reducing the drop out rate amongst them, in 1993-94, an innovative scheme
called the Food for Education Programme that provides up to 15 kilograms of wheat to
land less very poor households for sending their children regularly to schools was
introduced in 460 economically and educationally backward Unions . By 1999-2000, its
coverage expanded to 17403 schools in 1247 Unions benefiting 2.3 million students
belonging to 2.2 million households (GOB, 2001). In the remaining 3208 Unions a
stipend programme for students from the poorer households was introduced in April,
2000. Under this programme, the poorest 40 percent students are provided with a stipend
valued at Tk.. 25 per month. In FY 2000-2001, the programme benefited 3.2 million
students at a cost of Tk. 1420 million.
The drop out rate came down to 35% in 1999. Repeater rate however remained quite
high, at 38 percent. That means, on the average, a child needed 6.6 years to complete the
5-year primary education cycle. Attendance rate at 62 percent could hardly be called satisfactory.
Significant improvement in 'quantity' as indicated by increased enrolment rate, and
reduced drop out rate were not however matched by improvement in 'quality'. The
objective of primary education being development of basic competencies i.e. learning
(language and numeracy) and life skills (including values and attitude) amongst children
so as to enable them effectively pursue further education/active and productive life in
society, in order to throw light on quality of education received by children passing
through the primary education they were assessed for basic competencies. The CAMPE
Survey found that in 1998 only 29 percent of children could satisfy the minimum levels
in all four competency areas, viz. reading, writing, numeracy, and life skills/knowledge.
Compared to 27 percent in 1993, the above finding no doubt indicates to some
improvement in the quality of primary education, but it still remained at a deplorably low
level.
The CAMPE Survey found considerable regional variation in learning achievement, and
also by gender, rural-urban residence, and type of schools. Boys performed better than
girls. Children from urban areas did better than their rural counterparts. The level of basic
education was the highest in Khulna , and lowest in Chittagong
primary section of secondary schools showed the best performance. It was also observed
that with increase in the level of education, and economic status of parents that allowed
access to private coaching and different types of communication, students' performance
directly varied.
The CAMPE Survey also found that although there has been some improvement in
learning achievement of primary students over the period 1993-98, such improvement
was confined to rural areas only as a declining trend was observed in the urban areas.
Limited number of contact hours-daily school time of 120 minutes for classes I- II, and
240 minutes for classes III-V; high student-teacher ratios increasing over time due to
surge in enrolment; over crowding of class rooms; and poor motivation of teachers
burdened with many non-academic and non school responsibilities assigned to them
encroaching upon their limited school hours are some of the recognised causes of poor
quality of primary education in Bangladesh
2.2.2 Secondary and Higher Secondary Education
Table 4 presents the number of institutions, students, and teachers, at junior
secondary, secondary and higher secondary levels.
Table 4: Number of Institutions, Students and Teachers
No.of Institutions | Enrolment | No.of Teachers | |||||||
Year | Junior Secondary | Secondary | Higher Secondary | Junior Secondary | Secondary | Higher Secondary | Junior Secondary | Secondary | Higher Secondary |
1990 | 2311 | 8137 | 245380 | 2748350 | 18669 | 104227 | |||
1991 | 2000 | 8715 | 212646 | 2943473 | 16989 | 112627 | |||
1992 | 1962 | 9038 | 284806 | 3463236 | 12819 | 113399 | |||
1993 | 1905 | 9190 | 341975 | 3809515 | 12435 | 114259 | |||
1994 | 2136 | 9352 | 574343 | 3960459 | 18417 | 116760 | |||
1995 | 2349 | 9663 | 603 | 494692 | 4620759 | 193796 | 15109 | 124950 | 10638 |
1996 | 2554 | 9901 | 733 | 594510 | 5021390 | 226947 | 18118 | 136560 | 12932 |
1997 | 3070 | 10776 | 901 | 632211 | 5492114 | 253846 | 19309 | 137768 | 15913 |
1998 | 3517 | 10776 | 1130 | 740668 | 5503114 | 255817 | 21884 | 138293 | 19963 |
1999 | 3024 | 12269 | 1316 | 698504 | 6681212 | 327414 | 19885 | 155712 | 23819 |
2000 | 2846 | 12614 | 1422 | 616094 | 6620845 | 347986 | 17803 | 156094 | 2463 |
2001 | 2846 | 12614 | 1422 | 620254 | 6704857 | 350676 | 18042 | 157722 | 24699 |
Source: GOB, (2000), and GOB, (2001)
The marked increase enrolment and completion rates at primary level during the nineties
significantly increased the enrolment rates at the secondary level. Enrolment in secondary
schools (including junior secondary schools) increased from 5.59 million in 1996 to 7.38
million in 1999 i.e. by 32 percent. Over the same period the number of schools also
increased from 12455 to 15293. Gross enrolment rate increased from 34.85 percent
(33.33 percent for girls) in 1996 to 41.26 percent (44.57 percent for girls) in 1999, which
clearly indicates to an improvement in access to secondary education particularly for
girls, thanks to introduction of a Stipend Programme for Girls studying at secondary schools located outside the municipal areas. In 1999, Gross enrolment rate at junior
secondary level was 55.7 percent (57.6 percent for girls). At secondary level it dropped
down to 40.6 percent (40.2 percent for girls), and at higher secondary level, gross
enrolment rate sharply dropped down to 19.9 percent (15.0 percent for girls).
One may notice significant regional variation in gross enrolment rate at secondary level -
ranging from 57.40 percent in Barisal Division to only 28.69 percent in Sylhet Division.
(BANBEIS, 2001).
The improvement in access to secondary education has however been shared inequitably
as UNDP Human Development Report points out, " the bottom 20 percent (of families )
receive only 6 percent of the benefits of secondary education; the top 20 percent receive
35 percent of the benefits." This has been because, non school costs for uniform,
transportation, especially private coaching on top of tuition fees, raising cost of schooling
significantly serve as effective barriers to access of children from poorer families to
secondary education.
Another reason for relatively poorer access to secondary education by children from poor
families is that the secondary schools mostly belonging to the private sector had not been
set up on the basis of any school mapping exercise. Backward and poorer regions might
not be served by any secondary school at all whereas in prosperous regions there might
have been a proliferation of non-viable sub-standard schools.
In 1999, drop out rates at Junior Secondary, and Secondary levels were 21.3 percent (18.4
percent for girls), and 52.1 percent (57.9 percent for girls) respectively. Repetition rates
were 10.5 percent at junior secondary (8.0 percent for girls), and 15.1 percent at
secondary ( 14.3 percent) levels respectively.
Quality of secondary education defined as learning achievements during the secondary
level may be ascertained at the exit point on the basis of results of the S.S.C.
examination. Unfortunately however, for a variety of reasons e.g. (I) subvention payment
to non-government schools depending on school's performance in the S.S.C.
examination, quite often a sizeable number of students are not sent up lest they fare
badly; (ii) for the same reason many teachers serving as Invigilators at different
examination centres often facilitate and encourage copying by the examinees; (iii) the
examination itself is fraught with problems -emphasises memorisation of factual
information rather than testing analytical capability; (iv) heavy reliance on private
coaching prior to S.S.C. examination, the S.S.C. results hardly reflect the learning achievements of students.
Even if S.S.C. results are accepted as an indicator of quality of secondary education , the
high rates of failures in S.S.C. examinations reflect poor quality of education imparted at
the secondary level. In 2001, the percentage of pass was 35 only. Relatively higher
failure rates in English and Mathematics indicate to gross deficiency in teaching of these
subjects at secondary schools.
Introduction of a second shift in many government and non-government secondary
schools, particularly in cities, led to reduction in contact hours to only four and a half per
school day. Increasing student-teacher ratios in many schools due to fast growth of
secondary enrolment; stringent government regulations relating to sanctioning of
teaching posts ( one post is sanctioned to a class of 60 students, and a second position is
not sanctioned unless the class size reaches 120); inadequate physical infra-structural
facilities; faulty recruitment (recruitment of teachers with expertise having little
relevance to teaching at school level); too few inspections; and above all, generally poor
academic qualifications, training and motivation of teachers are some of the recognised
causes of poor quality of education at secondary level. The National Education Survey
( Post-Primary) 1999 conducted by BANBEIS revealed that 61.24% of all teachers of
secondary schools attained their highest academic certificate/degree in 3rd Division/Class,
and only 2.51% attained their highest academic certificate/degree in first Division/Class.
Only 37.3% of all teachers of secondary schools were trained.
Two-year higher secondary education is imparted in intermediate colleges and
intermediate sections of degree colleges. In 1998-99, students enrolled for higher
secondary education numbered 9,75,670 (2,68,584 in 1130 intermediate colleges, and
7,77,086 in 816 degree colleges). Only 284 colleges ( including 255 degree colleges )
belonged to the public sector while the rest were non-government colleges. Female
enrolment in intermediate colleges increased from 42.37 percent in 1997 to 47.49 percent
in 1999 indicating an improvement in the access of girls to higher secondary education.
The quality of education as reflected by the results of H.S.C. examinations seem rather
ambiguous and raises serious doubts about the examination system.. In 1996, the pass
percentage was 24.77 only, whereas in 1999, it more than doubled reaching 53.45
percent for reasons not known.
2.2.3 Madrasah Education
In 1999, there operated 7122 Madrashs offering post primary education in Bangladesh
Total enrolment was 15,87,373 ( accounting for 14.90% of total post primary enrolment)
of which 6,38,531 (40.2%) were girls. Rural areas accounted for 91.49% of total
Madrasah enrolment. 73,676 teachers taught at Madrasahs, of which 3.2% were females.
Compared to secondary schools, the Madrasahs seemed to have a relatively better
qualified teaching staff . Of all teachers, majority, 50.58% attained their highest
academic certificate/ degree in second Division/Class. Majority teachers (61.24%) of
secondary schools , it may be recalled, attained their highest academic qualification in 3rd.
Division/Class. Only 7.3% of Madrasah teachers were however trained, compared to
37.3% in case of secondary school teachers. There existed only 3 Madrasahs in the public
sector offering education upto "kamil" i.e. Masters level. All other Madrasahs belonged
to the private sector, of which 692 (9.72%) were exclusively for girls.
Over the period 1983-1999, at secondary level Madrasah education registered high rate of
growth . Number of Dakhil Madrasahs registered an annual growth rate of 7.04%
compared to 2%, and 3.95% in case of junior secondary and secondary schools
respectively. Over the same period, annual growth rate of enrolment had been 14.1%,
5.25%, and 7.34% in case of Dakhil Madrasah, Junior Secondary, and Secondary schools
respectively.
Education imparted in the above Madrash education sector is a blend of both secular
education taught at the general stream, and religoius education.
Madrasah Education Board is responsible for conducting all public examinations-Dakhil,
Alim, Fazil, and Kamil Examinations, and the pass percentage at the above examinations
in 1998 were 64.88, 52.94, 78.56, and 85.79 respectively. The same year the pass
percentage at S.S.C. examination was 47.96.
Although equivalence of different levels of Madrasah and general education have already
been established that allows movement of students from one stream to another , as
Madrash graduates are yet to be allowed to sit for the B.C.S Examination, the nation
does not benefit from the services of the Madrasah graduates at certain levels, and there
occurs a sharp drop in enrolment, particularly from Fazil to Kamil level. Enrolment at
different levels of Madrasah education in 1998 were, 9,40,055 in Ebtedayee Madrasahs
i.e at primary level, 11,98,500 in Dakhil Madrasahs i.e. at Junior and Secondary level,
3, 34,250 in Alim Madrasahs i.e at Higher Secondary level, 2,94,900 in Fazil Madrasahs
i.e at under-graduate level, and 46,000 at Kamil Madrasahs i.e at graduate level.
In addition to the above government recognized and state supported Madrasah education
stream there also exists a separate stream known as Qawmi/Kharezi Madrasah stream
which imparts only religious education, essentially in a non formal manner. About the
size of this sector i.e. number of institutions and enrolment, and also about their activities
and sources of finance very little however is known.
2.2.4 Education at Degree Colleges
In 1998-99, students enrolled at degree level in degree colleges numbered 4,56,267. Out
of 2,32,709 students who appeared at degree (pass) examination in 1998, 37.08 percent
passed. Percentage of pass was much higher at degree ( honours ) examination. Out of
21,452 examinees 83.31 percent passed.
Colleges suffer from inadequate infra-structural facilities (libraries and laboratories) , and
lack of qualified teachers.
In 1999, Bangladesh
76,535 of which 20 percent were females.
Because of limited number of seats in public universities , and high tuition fees charged
by the private universities, access to university education is rather limited in Bangladesh
Private universities with a limited number of full time faculty members depend heavily
on part- time teachers drawn primarily from public universities, which adversely affect
quality of education in those universities. With a few notable exceptions, most private universities impart education of uncertain quality, and mentioned earlier, because of high
tuition fees charged by such institutions, they cater to only the affluent sections in the
society. Public universities, primarily dependent on limited government funding
shrinking in real terms, unable to generate additional resources by raising tuition fees due
to political constraints, are hardly in a position to improve their quality of education
through greater investment in libraries and laboratories. Moreover, many democratic
provisions of the University Acts such as those related to electing Deans, Vice
Chancellors, Syndicate and Senate members, by keeping a large number of teachers
always busy in active politics, and in election related activities, not only encroach upon
the limited teaching time of the faculty members but also fail to ensure accountability of
the teachers as those responsible for ensuring discipline have to depend on votes of the
delinquent teachers for maintaining their positions, that contributes to lengthening of
session jams - a unique feature of public universities in Bangladesh
happens quite often, 'voters', not 'teachers' are recruited that adversely affect the quality
of university education.
Another serious problem confronted in university education of Bangladesh
of active participation of students in national politics as members of student fronts of the
major political parties. Inter and intra party feuds leading to violent clashes not only
vitiate the academic environment in the campus , but also quite often result in significant
loss of academic time that contributes to lengthening of session jams.
As there hardly exists any linkage between public universities on the one hand, and
employers and the job market on the other, many university graduates, produced at
considerable cost to the society, (public universities being almost entirely state financed
with little sharing of costs by the beneficiaries), have to remain unemployed for a
considerable period of time before they find employment often in areas outside their
fields of study. Private universities on the other hand remain confined only to a few
disciplines that have high market demand.
2.2.6 Technical Education
The need for technical and vocational education in enhancing productivity of labour
through skill formation can hardly be over emphasised. Until mid nineties, vocational
education in Bangladesh
operated by the Ministry of Education, and 11 Technical Training Centres (TTC) run by
the Ministry of Labour and Employment. As indicated by different studies, vocational
education imparted in these institutions could hardly play an effective role in producing
adequate number of skilled workers for our industries. In addition to the above
government institutions, several NGOs and private institutions are also engaged in
producing skilled workers. Given the total needs of skilled manpower in the country
however the capacity of the above institutions seems much too inadequate .
The main problem with technical education in Bangladesh
employers and the job market. Employers complain that the training institutions do not
produce skills they require. The rigid and highly centralised training system limits the
possibilities of capitalising on local responsibilities and initiatives. Technical education being quite expensive, as the government has to shoulder the entire financial burden, the
beneficiaries-students and enterprises sharing no cost at all, equipment and consumable
supplies remain chronically under financed adversely affecting the quality of technical
education in the country.
Since mid nineties, in order to promote vocational education alongside general education,
at secondary level, S.S.C. (Vocational) Course has been introduced in a number of non
government secondary schools, funded entirely by government's own resources in the
absence of necessary donor support. Different studies indicate that the programme
enjoyed considerable support at local level, as people think that exposure to vocational
education would contribute to generating interest in manual work besides acquisition of
higher levels of skill. There however exists serious reservation about whether the above
programme would at all be able to contribute to producing skills employable in
industries particularly in the absence of adequately skilled instructors at the school level
and curriculum acceptable to employers, and lack of necessary training materials.
3.0 Key Issues that need to be addressed
Based on the above discussion, for improved functioning of the education sector with a
view to enhancing its role in promoting growth with equity in Bangladesh
Force on Education Policy has identified the following as key issues that need to be
addressed during the next term of the government. The issues of access, equity and
quality however being intertwined have to be looked at in totality in an integrated
manner, and the strategies to address them must also look at the key areas
simultaneously, not in a piecemeal fashion.
3.1 Primary Education
3.1.1 Access
Since provision of universal primary education has been recognised by the Bangladesh
Constitution as a state responsibility, and Compulsory primary Education Law has
already been enacted towards that end , it is extremely important to find ways and means
to bring all school age children to primary schools .
CAMPE Survey conducted in 1998 found that the net enrolment at primary education in
figure for Chittagong region was 26 percent, and in the urban slums of Dhaka the extent
of deprivation turned out to be as high as 40 percent.
3.1.2 Equity
Those left out included the working children from extremely poor households, physically
and mentally handicapped, urban slum dwellers, residents of inaccessible rural areas,
tribals, adivasis ets.
3.1.3 Quality
There exists at present no mechanism for assessing learning achievement at primary
level. A nation wide survey conducted by CAMPE found that in 1998, only 29 percent of
primary students achieved certain basic competencies. Although it was slightly higher
compared to 27 percent achieved in 1993, it can hardly be called satisfactory. Even this
slight improvement was confined only to rural areas, as quality of primary education
registered a marked decline in urban areas. Children from poorer families obviously
suffered most from the above declining standard of education in urban primary schools.
3.1.4 Relevance
Although by effecting necessary reforms in the curriculum of primary education, it was
possible to widen the scope for primary education to play an increasingly important role
in the national economy, failure to significantly improve its quality has contributed little
to enhance its relevance.
3.1.5 Efficiency
Although the drop out rate came down to 35 percent in 1999, it still remains quite high.
The CAMPE Survey revealed that the average attendance at schools was 62 percent only.
38 percent students repeated their courses. As a result it took 6.6 years to complete the
five year course. All these indicate to poor efficiency of the system.
3.2 Secondary Education
3.2.1 Access
In a world of global market competition, the secondary level has become part of basic
education that should be universally available. In Bangladesh
secondary schools belong to the private sector operating generally on commercial
considerations, while prosperous regions experience a proliferation of such schools, many
poor regions remain totally un-served by any secondary school that acts as an effective
barrier to access of children to secondary education. Net enrolment ratios at 48.6 percent,
30.2 percent, and 16.2 percent at junior secondary, secondary, and higher secondary
levels respectively can hardly be called satisfactory. Although gender disparity has
significantly been removed up to secondary level, thanks to the stipend programme for
girls, girls' enrolment at higher secondary level is considerably lower compared to boys'.
At junior secondary level on the other hand boys' enrolment rate is lower compared to girls'. The key issue therefore is how to significantly improve access of children to
secondary education, and at the same time remove all existing gender disparities at
different levels of secondary education.
3.2.2 Equity
The problem of equity is worse compared to primary education. Tuition fees and other
costs (for school uniform, text books, transport, private coaching etc) of secondary
education including considerable opportunity costs serve as effective barriers to access
for children from poorer households. Moreover, at this level of education, the social
divide also gets prominently displayed. An elite mostly English medium system that
functions with a degree of efficiency, and a mass system (bifurcated into a secular stream
and a religious stream) considered largely dysfunctional are observed to coexist.
3.2.3 Quality
Quality of education as reflected by performance of students at public examinations can
hardly be called satisfactory. In 2001, nearly two thirds of all students who sat for the
S.S.C. Examination failed.
3.2.4 Relevance
Both in adequately preparing the students for higher education, and for meeting the
manpower needs of the economy, secondary education in Bangladesh
an effective role.
3.2.5 Efficiency
With drop out rates at 21.3 percent, and 52.1 percent at junior secondary, and secondary
levels respectively in 1999, and failure rate at 65 percent at S.S.C. Examination in 2001,
one can definitely raise questions about efficiency of our secondary education system.
3.3 Tertiary Education
3.3.1 Access
Access cannot be universal at this level, but it has to expand substantially to meet the
challenges of today's knowledge economy and information society. In 1999, compared to
total enrolment of 12,47,674 at higher Secondary level, enrolment at degree and masters
levels were 6,50,277, and 74,979 respectively. Girls seem to have much lower access to
tertiary education. At degree and masters level, they accounted for 32.6, and 26.3 percent
of total enrolment at corresponding levels respectively.
3.3.2 Equity
Equity is a major concern. Inequities at the previous levels are magnified by highly
subsidized public education at tertiary level. Access to private universities being
restricted only to those who can pay extremely high tuition fees , only the children from
affluent families can get themselves enrolled in such universities.
3.3.3 Quality
Quality is a serious problem in tertiary education even at universities, both public and
private. The University Grants Commission ( UGC) has miserably failed in discharging
its role as a guardian of public universities, and as a promoter of quality. It has also failed
to institute a self-regulatory accreditation system for private universities.
3.3.4 Relevance
In the absence of any linkage between public universities ( with the exception of a few
Departments like Business Administration, Pharmacy etc.) and the job market, education
imparted at public universities had little relevance to the needs of the economy. Private
universities on the other hand responded only to market signals, relevant to the economy
in the short run , and neglected long term interests of the economy.
3.3.5 Efficiency
Long session jams, a characteristic feature of public universities, is a clear indicator of
inefficient management of public universities of Bangladesh
3.4 Vocational and Technical Education
Scope and access to vocational and technical education need to be much wider. Most
critical vocational preparation in today's globalized economy is a grounding in science,
mathematics, and language skills offered through sound general secondary education.
Those who do not go for secondary education or drop out-a large number- need to have
access to flexible and market responsive skill development opportunities. Public -private
partnerships are especially important for this purpose. For older adolescents without basic
education-again a large number- a second chance that combines general education and
skill formation need to provided.
3.5 Non-formal and Continuing Education
With large non-participation and drop-out in primary and secondary education and an
overall low literacy level of the people, there is a huge need for non-formal and
continuing education. Supported by large external funding, a vigorous movement has
already been launched by the government in this particular area of literacy and post
literacy education in the form of Total Literacy Movement (TLM) and other Non Formal
Education (EFE) programmes. Unfortunately, however, a total neglect of effective performance standards, quality criteria, inept management and large scale corruption
combined with official declarations of increase in literacy every other month have turned
these efforts into a meaningless farce and a source of huge waste of public resources.
A proper literacy and continuing education programme-the foundation of life-long
learning-with enforceable quality criteria and performance standards is very much
needed.
4.0 Priority Action Points
On the basis of experience in countries which have registered rapid progress in education
and national development as well as independent studies and analyses, the Task Force
recommends the following key measures to address the nexus of access, equity, and
quality at different levels of education, and also for enhancing the relevance of education,
and efficiency of the delivery mechanism.
4.1. Mobilization of additional resources and ensuring their efficient utilization:
The education sector in Bangladesh
threshold of per capita expenditure needed at different levels to maintain a minimum
acceptable standard of performance , resulting in wastage of most of what is spent now.
At the same time systemic measures are needed (suggested below) that would create
conditions for cost-effective use of resources. .
The Task Force, therefore, strongly recommends enhancement of allocation of public
resources to education sector by reducing /capping at current level (in absolute terms)
expenditure on unproductive sectors, such that its share gets gradually raised to 5 percent
of GDP from its current level around 2 percent, by the end of the five year term.
Regarding the source of additional resources needed for the education sector, it may be
mentioned that there already exist a number of avenues. With increasing market
orientation of the economy where private sector is expected to play the leading role in the
economic arena, there has developed a scope for dismantling/restructuring of a number of
unnecessary public institutions such as TCB, the State Trading Organization, and many
sector corporations. Revenue thus saved, and additional revenue mobilized through
imposition of a new tax called Education Tax; and enhancement of tuition fees at all
pubic educational institutions, with generous provision of scholarships for meritorious
needy students, would surely contribute to mobilization of additional resources for the
education sector.
Given the current low level, and declining trend in per student expenditure at primary
level, adversely affecting the quality of education, and also for making provision for
raising the duration of primary education to eight years i.e. upto class VIII, the share of
primary education in total education budget has to be enhanced.
Share of secondary education in total education budget increased over the last few years
but most of it went to pay salary to the teachers. Increased allocation to secondary education must go for improving library and laboratory facilities, teacher training, and
teaching aids to improve the quality of education.
4.2 Decentralization
Although Bangladesh
decentralization in the arena of primary education ( many important decisions are now
taken at the Upazila level), the school authorities who are primarily responsible for
delivery of the education services at the school level enjoy very limited power and
authority. It is extremely important that the school authorities, particularly the Head
Teacher, is given adequate power and authority commensurate with his/her responsibility.
Also important is adoption of appropriate measures that would help transforming the
educational administrators from playing the role of a Regulator as they are doing at
present in a bureaucratic set up, to that of a Facilitator.
Management of secondary education in the public sector is highly centralized at present.
Instead of implementing measures of administrative decentralization, similar to those in
primary education, if the head masters of government secondary schools are given
necessary power and authority so as to enable them discharge their responsibilities more
effectively, educational outcomes in government secondary schools will significantly
improve.
In Bangladesh
respective School Management Committees (SMC). Although the responsibility of
running the school is shouldered primarily by the head master he/ she enjoys little power
and authority. This anomaly needs to be removed, and the role of SMCs should ideally
be transformed from that of a Regulator to a Facilitator. At present there exists no
educational qualification requirement for membership of SMCs that has allowed
capturing of SMCs by vested quarters in many places. The membership rules need to be
amended so that only those genuinely interested in promoting education become
members of SMCs. The current practice of local MP becoming Chairman of SMCs of all
schools in his/her constituency should be discontinued, and none should be allowed to
chair more than one SMC.
The responsibility of primary and secondary education should be vested with the local
government. Towards that end , alongside setting up of local government bodies,
educational authorities should also be established at an appropriate local level. The
functions of these education authorities would be , mobilization of necessary resources,
provision of technical assistance, and administering academic supervision. A beginning
should be made towards this goal by initiating in the next five years the trial of District
Education Authorities in several districts and developing a plan for its nation wide
implementation.
4.3 Partnerships
Although it is government that is ultimately responsible for provision of basic education
for all, involvement and active participation of all stake holders including parents, communities, private sector, businesses, NGOs, religious bodies will surely contribute to
effective functioning of a nation wide learning network, besides generating additional
resources for the education sector. A comprehensive approach towards building
partnerships, recognizing all potentials for contribution and participation, therefore need
to be properly articulated. Towards that end, the Task Force recommends reintroduction
of exemptions for educational expenditures from personal income tax liability, and also
for donations, personal and institutional, to education sector.
4.4 Improving Management Capacity
The huge and complex education enterprise in Bangladesh
rather amateurishly without recognizing the need for professional and specialized skills in
educational management and planning. This would in fact turn out to be a greater
handicap as and when measures of decentralization would be implemented.. The Task
Force recommends establishment of a system of professional development of
management, planning, administration , and supervision in education along with needed
reforms in recruitment, incentives, human resources management, and organizational
structures to make use of professional skills in educational management and planning.
4.5 A Unified-not necessarily uniform- System of Basic and Secondary Education
The three- way division of general schools, maktabs and madrassahs, and elite English
medium schools need to be unified into a common system. This common system
comprising different types of schools under different sponsorships has to ensure that a set
of core knowledge and competencies are acquired by all learners in primary and
secondary education. This would require a core curriculum and common core of
standards regarding teaching and learning, and assessment of learner achievement- not
the elimination of diversity in provisions for schooling, or control of all schools by the
government.
There is also a need for increasing contact hours particularly at primary level.
The Task Force also recommends introduction of a unified science based education at
secondary level in place of early specialization practised at present.
As many English medium schools and the entire Qawmi/ Kharezi Madrasah system are
currently operating outside the state regulatory framework, one does not really know
what exactly is happening in these institutions. The Task Force strongly feels that no
educational institution whether they receive public resources or not, should be allowed to
operate in Bangladesh
4.6 Curriculum and Learning Materials
In line with the principles of decentralization and partnership, the current centralized,
"statist", control oriented, system in respect of curricula and text books must change. The
task of the curriculum authorities should be to define core curricula, allowing schools and local authorities to supplement the core. The curriculum bodies should also work with
teacher training institutions and other parts of the education system to improve skills for
implementing curricula in class rooms and assessing student achievements. In order to
avoid the recurring fiasco and associated corruption in providing text books and learning
materials, the private sector should be allowed to prepare and produce text books and
other materials- with curriculum bodies remaining responsible for general approval of
text books and watching compliance with the objectives of the core curricula.
4.7 Teachers
Teachers are at the core of quality improvement in education. They need to meet
professional standards, have ample opportunities for continuous professional
development, and must receive a living wage. In turn, teachers must be accountable for
their performance, which should be subjected to professional and public assessment, and
which is eventually reflected in their pupil's achievement.
Recruitment of teachers in government primary and secondary schools through
competitive examinations conducted by respective Directorates ensures reasonable
standards in quality of teachers. Imposition of a quota for recruitment of female teachers,
60 percent at present, has improved the participation of women ( 33.9 percent in 2000) in
teaching at primary level. Most of the primary teachers have already received training.
Close supervision by officers stationed at the Upazila level has contributed to significant
improvement in attendance of teachers in schools. The extremely poor performance of
students at government primary schools in urban areas however point to the need for
specialized training, as most of the students in such schools happen to be child workers,
coming from very poor households.
At the secondary level about 97 percent of secondary schools and 93 percent of teachers
belong to the private sector. Although there exist well defined rules relating to
recruitment of teachers in non government secondary schools, quite often under political
and other influences incompetent teachers get recruited. This happens to be a major
weakness of the secondary education system in Bangladesh
appropriate quota for recruitment of female teachers at secondary level, their participation
has been rather limited, only about 17 percent in 1999. Only about 37 percent of
secondary school teachers, and 7 percent of Madrasah teachers received training that
points to lack of adequate training facilities at present. Adequate teacher training facilities
need to be developed for training on a continuous basis both secondary school and
Madrasah teachers, for raising their level of competence in view of their poor academic
background. There exists a serious shortage of English, and Science
( Mathematics, Physics and Chemistry) teachers.
At the university level also, quite often , due to group politics, now linked to national
politics, less qualified candidates are recruited as teachers in preference to more
deserving ones. As there exists at present no institutional mechanism for ensuring
accountability of teachers, quite often it is noticed that classes are not held regularly, examinations do not take place in time, and there is inordinate delay in publication of
results, all contributing to development, and lengthening of session jams.
On the basis of the above findings, the Task Force recommends setting up of a Service
Commission for recruitment of secondary school teachers; imposition of an appropriate
quota for recruitment of female teachers; special incentives for teachers with major in
English/ Mathematics, Physics and Chemistry ; recruitment of only those who did major
in Physics, Chemistry and Mathematics as Science teachers; expansion of training
facilities for secondary school and Madrasah teachers; appropriate amendment of
University Acts; improved facilities for research ; and academic supervision of
universities, both public and private, by the UGC.
4.8 Assessment of Learning
The circus that goes on in the name of public examinations has made Bangladesh
laughing stock of the world. The infiltration of the worst forms of self-seeking and
corrupt politics into education is the main cause of failure to control this rot in the
educational system. Teachers and their professional organizations imbued with a sense of
professional and moral responsibility, the local civil administration, and the parents need
to work together to restore the integrity of examinations.
There is also a need for improving technical and professional competence and skills in
the examination bodies such as the Education Boards and the National University
Considering the sharp increase in the number of examinees there is a need for setting up a
few more education boards, and decentralization of the national university.
Finally, the Task Force recommends development of an institutional mechanism for
learning assessment similar to SAT.
4.9 De- Politicization of Education
The education system is in a vicious strangle hold of corrupt and partisan politics. All
reform and development efforts, however sensible and well intentioned are thwarted by
politics. The influence of corrupt politics is manifested in pervasive corruption in all
aspects of education and in the most cynical use of students and teachers by political
parties in their political struggle.
No part of education is exempt from the corrupting influence of politics--recruitment and
management of personnel, production and supply of text books, public examinations,
subventions to non-government institutions, construction and maintenance of schools,
distribution of food-for-education, and stipends for poor students-are all fraught with all
forms of corruption imaginable including bribery, stealing, influence-peddling, falsifying
records, rampant cheating in examinations, appointing and promoting unqualified
personnel, phantom schools and teachers in government budget and so on.
The use of students and teachers directly in partisan power struggle including raising of
armed cadres, and their involvement in violence including murders, terrorism, extortion, robbery, and other crimes worthy of any notorious crime syndicate has become the norm
practised by all major political parties.
Theoretical and philosophical arguments about students' democratic rights to participate
in politics and the political parties' right to organize student supporters are irrelevant in
the face of the national crisis that has arisen. It is the height of irony if not hypocrisy to
condone the current brand of political activism of students in the name of their
democratic rights. Extraordinary situations demand extraordinary measures. The most
important education reform measure would be to institute a moratorium on students'
active involvement in national politics. This would require persuading political parties to
agree on a moratorium on sponsorship of party-backed student fronts and to cease by
common agreement the involvement of students and teachers in partisan politics for a
decade. This single step would help create the condition for effective of other re forms in
education.
4.10 Education Policy-making
The recent education policy statement announced by the government, both in respect of
the process of its formulation and its content, is an example of how an education policy is
not to be made. It has largely been a closed and non-transparent process involving mostly
officials. It has been presented and adopted in the parliament without much of a debate
and without making the report public. Its content has failed to address burning
educational issues seriously. Specific action proposals focus on organization and duration
of programmes sand physical expansion rather than the difficult issues of quality
assurance, relevance and outcome of education, or indicating effective measure for
fulfilling the rights and entitlements of citizens in education.
The Task Force however does not recommend another policy exercise. It suggests a
pragmatic approach to solving problems based on experience and relevant international
lessons without the fanfare of a new policy, with ample dialogue and participation.
4.11 Linkage between Education and Society
Finally, with a view to grooming up the students as socially conscious, responsible
citizens of the country, the Task Force recommends compulsory participation of all
students as Volunteers in certain national development programmes for a specific period
of time during their student life.
The Task Force also recommends promotion of lifelong education for all citizens of the
country by non-formal means under an appropriate institutional arrangement.
Finally, the Task Force recommends spread of computer education through out the
country, up to village level, using both formal and informal education systems.
References
1. BANBEIS (2000) : Bangladesh
Ministry of Education Govt. of Bangladesh
2. BANBEIS (2001): National Education Survey ( Post Primary) 1999: Final
Report, Ministry oF Education, Govt. of Bangladesh
3. GOB (2000): Bangladesh
Government of Bangladesh
4. GOB (2001) : Bangladesh
Government of Bangladesh
5. CAMPE-UPL (1999): Hope not Complacency- State
6. Planning Commission (1998): The Fifth Five Year Plan, 1997-2002, Planning
Commission, Government of Bangladesh
7. Planning Commission (2000): Mid-Term Review of the Fifth Five Year
Plan,1997-2002, Planning Commission, Government of Bangladesh
8. UNICEF (1998): Progotir Pathey, UNICEF, Dhaka
9. World Bank (1999): Bangladesh
(Draft)
