The ailments that undermine education
Md. Masum Billah reflects on what he thinks is an important work
29 January 2010, 18:00 PM
Shikkha
Asha Bastobota Naba Asha
Samir Ranjan Nath
Academic Press and Publishers Library
As I have taught in colleges, including cadet colleges, and as my present position assigns me to work with and for secondary school teachers, Samir Ranjan Nath's Shikkha Asha Bastobota Naba Asha easily drew my attention, making me read it more than once. The information presented in the book seems very relevant, necessary and fruitful for those who work in education.
The book at the very outset reveals the fact that we are still lagging behind in the race for education comparied to our neighbouring countries. A massive drive in education is supposed to begin in our country of such a gigantic population and yet it has not happened till today. The writer has aptly identified the lack of necessary infrastructure and political causes responsible for this backwardness. One example proves this truth: few of the recommendations made so far have been implemented since 1947, though fourteen education commissions were formed. Definitively the writer has caught the point that to develop this grand education policy, extensive education research, writing and media coverage are absolutely necessary but they prove to be very scant in relation to its magnitude. Fifteen essays have been included in this book. They can be divided into primary, secondary and higher education related categories.
The writer has touched on a very sensitive point. Different tables and sections and subsections of Bangladesh's constitution have been revised several times. But the sections related to education have so far not been changed, thereby highlighting the grim fact of the meager importance given to education by the authorities. Article 17(A) of the constitution says that the state will ensure popular education and universal education for all boys and girls. In 1990 the law of compulsory primary education was introduced but when it would be implemented was not mentioned clearly. Millennium Development Goals (MDG) were set by the UN at the beginning of 2000 with a view to fulfilling the targets by 2015. Health, education, social and economic development factors were emphasised. By 2015 both boys and girls would complete their primary education and women's empowerment to bring about equality between the sexes would be ensured. A grand conference was held at Jomtein, Thailand, in 1990 and then again in Dakar, Senegal, in 2000 focusing on the implementation of the objectives of fundamental education. The book has rightly pointed out that our constitution and the MDG goals have fixed the target regarding education. The only difference is that our constitution did not fix the date of achievement while MDG set it at 2015.
The book contains some important data and information regarding Bangladesh's education scene which will stand education researchers as well as education managers in good stead. Our primary education was nationalized in 1974 but no pragmatic steps have been taken to ensure its quality. It is true that after the 1990 conference in Thailand new inspiration on education for all was created. Progress made in primary education, for children aged 6-10 years, is that 87% go to school; in 1990 this rate was 60%. At the secondary level, the admission rate increased one and a half time in the last seven years. The dropout rate declined while the primary education cycle rate increased. Three-fourths of students who enroll in primary education complete the primary cycle. At the primary and secondary levels the enrolment rate of boys and girls shows Bangladesh's position to be next to Sri Lanka's. The book focuses on political will of the government regarding education, history of education in our country and emphasis on education in our constitution. A comparative situation of both primary and secondary education in present times and in the past, identifying the problems still plaguing our educational arena, is here presented by the writer. Indigenous children's academic necessities, teacher development programmes and inquiring into ways of addressing such problems have been highlighted in the book. There are 45 ethnic groups of indigenous people in Bangladesh who live in 9,388 villages, constituting 1.6 percent of the total population. Though we have achieved the participation of primary school children at 77 percent, the rate for indigenous children was 57% in 1988.
It is important to note the non-formal primary education system of BRAC, which comprises a one-room school with one teacher. BRAC launched its non-formal primary education programme in 1985. It follows the NCTB syllabus but the mode of operation is different from that of other institutions in the country. Of the number of learners two thirds are girls. One programme organizer looks after 12-14 schools. Students complete five years of primary education in four years by narrowing down the number of holidays, which means that the contact hour is greater everyday. Seventy percent of learners are of the first learners' family. BRAC started primary education for indigenous children in 2003. At present BRAC runs 2,205 indigenous schools with 2,915 teachers. In 66 schools there are two teachers. About 57, 645 students study here.
The country has seen two strands of development in the field of education. One is the increased rate of admission and the other equality between boys and girls. Compulsory primary education was begun in 1898 in England but in our country it started in 1990, meaning that we have been lagging behind nearly a hundred years in this race. More than a million students become eligible for primary education every year. But thirteen percent still remain beyond primary education, which means that more than 23 lakh students remain deprived of primary education. Having made primary education compulsory we cannot ensure children's participation even after seventeen years. Of those who enter primary education half eventually drop out owing to various socio-economic conditions.
On an average 60% students remain present in the class. If all the students were present the classrooms would not be able to accommodate them. And 40% of children complete primary education without studying. Of those who complete such education only 2% acquire all the qualities and skills determined by the government. Two-thirds of children remain unlettered or pre-lettered. Of those who enroll in class six, 30% pass in the examination taken at the beginning. Of those who enroll in class six, one-fifth pass the SSC examinations.
The classroom is the weakest area. A mere one-way form of teaching is delivered here. Whether students understand or not is hardly evaluated. Students are not encouraged to ask questions, but if they do ask questions there is hardly any response. Most teachers show an inability to teach hard subjects like English and mathematics. They have few clear and transparent ideas about these subjects. Head teachers cannot dedicate themselves to the interest of education because of other commitments.
A huge number of primary teachers need to be trained, but only 54 primary training institutes cannot bring all the teachers under training. After receiving training once, they need refreshers also. But no such provision is available. The matter calls for serous attention from the government in general and the ministry of education in particular. The writer suggests that B.Ed and M.Ed courses not be confined only to teachers training colleges but should be opened in general colleges as well. If it is done the colleges will be able to fill in the gaps relating to an availability of secondary level teachers as this sector seriously suffers from a lack of trained teachers. If schools can recruit trained teachers, they will not have to spend ten months in B.Ed training, hampering the normal activities of the school. Only short refreshers can be introduced in that case.
The writer has noted significant other points about education. He suggests that the promotion of teachers at the universities be based on how many research works have been published by them. Nowadays teachers are promoted on the basis of their political inclinations. This culture must be abolished once and for all in the greater interest of the nation. As the book touches on all tiers of education, this reviewer believes that teachers at all levels can derive practical benefit from it.
Md. Masum Billah is Senior Manager, BRAC Education Programme, PACE. Email: mmbillah2000@yahoo.com, mmbillah@dhaka.net
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