Bangladesh's education system has been a hostage to political neglect and failed promises, leaving its future in disarray. But can the upcoming election be a turning point? The nation's education crisis is a burning issue, with the system's failures impacting the lives of millions of children and the country's future prospects.
The Bangladesh Nationalist Party and Jamaat-e-Islami, the major players in the upcoming election, have made education a part of their campaign promises. However, their plans lack a clear vision for the much-needed transformation. And here's where it gets controversial: despite the rhetoric, education has never been a true priority for any government since Bangladesh's independence. The lack of a comprehensive education sector plan is evident, with only partial sub-sector projects in place, such as the Primary Education Development Program (PEDP).
The PEDP, currently in its fourth phase, is described as a sector-wide approach but excludes non-state institutions and madrasas, which cater to around 40% of primary school-age children. This exclusion raises concerns about the quality of education and the potential for a two-tier system. And the results are alarming: while 80% of primary school children reportedly complete the level, over half of them lack functional literacy and numeracy skills, even after five years of primary education. This is despite the 1990 compulsory primary education law and the government's pledge to provide free primary education for all.
The situation in secondary education is equally concerning. The state has no plan for universal secondary education, and the quality of learning is widely recognized as deficient. The rapid expansion of madrasa education, both government-supported and outside state supervision, has raised questions about the relevance of the curriculum and the quality of teaching. The madrasas' role in preparing young people for life and work is a critical issue that needs addressing.
Vocational, technical, and higher education subsectors have grown, but the employability of graduates is questionable. There is no systematic approach to assessing the quality and relevance of these subsectors. Evidence suggests that vocational-technical graduates often struggle to find adequate employment due to poor training quality and market irrelevance. The National University, which affiliates with numerous colleges, produces graduates facing an uncertain job market, with many ending up in jobs that don't require their qualifications.
The Education Policy 2010 (NEP-2010) is still in effect but is filled with compromises and contradictions. It deviated from the 1974 recommendation of Bangla as the medium of instruction at all education levels and legitimized developments during military regimes, including the growth of madrasas and multiple schooling streams. The policy mentioned key reform issues like the importance of teachers and the need for better management, but it lacked specific strategies and follow-up mechanisms.
The interim government continued the legacy of rhetoric without action. The education ministries have been firefighting various demands and complaints, but what's missing is a bold, transformative approach. The proposed early actions by education academics and activists include:
- Unifying all school education under one ministry for a holistic approach to equity and inclusion.
- Developing a time-bound plan to ensure accessible and affordable primary and secondary schools for every child.
- Examining resources and financing to prevent poverty from depriving children of quality schooling.
- Piloting district education authorities for decentralized governance and management.
- Revamping teacher management to attract top talent to the profession.
A comprehensive decade-long education plan, guided by an education reform council, could be the answer. This council, as envisioned by NEP-2010, can become a permanent education commission. A new government must deliver on citizens' expectations for educational reform. The question remains: will they prioritize education and implement meaningful changes, or will it be more of the same?
Dr. Manzoor Ahmed, a respected education expert, believes a long-term plan is essential. But will the new government listen? And what do you think? Is the education system beyond repair, or can it be fixed with the right leadership and policies? Share your thoughts in the comments below, and let's spark a conversation about the future of education in Bangladesh.
