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13 January, 2018 00:00 00 AM
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Problems persists in education sector

That the system of governance in Bangladesh’s education at schools and colleges is in a state of quandary is best exemplified at the recent spate of agitation by teachers and employees of different educational institutions across the country one after another. If the programme for demand comes to an end by one group of non-govt teachers, another group starts agitating for their respective demand. Only some days ago, at the assurance of the prime minister to give MPO, teachers of non-MPO educational institutions halted their hunger strike.

Soon after that, teachers of Ebtedayee madrassahs now have started hunger strike programme for their demand. Moreover, the Non-Government Education Nationalisation Liaison Forum is also pressing with their call for nationalization of 27,000 institutions. Besides, the Bangladesh Primary Assistance Teachers’ Grand Alliance is urging the government for upgrading the salary scale.

After the government’s decision of nationaliaing a number of colleges, the BCS General Education Association is opposing the government move to award the facilities of the cadre service to the non-cadre teachers of these nationalised institutions.

After the country’s liberation, part of Bangladesh’s primary and secondary education is controlled directly by the government itself, then there is another part that is directed by the non-government bodies but the government gives MPO to its teachers. Still, there are also non-government educational institutions that do not receive anything from the government, apart from the private and organization-run educational institutions.

The stream of the country’s education is also not uniform. There is the madrassah education and ‘English medium’ schools, apart from the mainstream ones. Even there are two kinds of madrassha education: alia and qawmi. All this has made the country’s primary and secondary education system very complex. Not surprisingly, this complex system has generated complex problems and the government often has to tackle one kind of problem and the other in the sector.

If the country’s education system was uniform and education up to the secondary level was directly controlled by the government as is done in many countries of the world, Bangladesh’s education at this level would not have to suffer a lot. Take for example the recent spate of strikes and hunger strikes. They have virtually paralysed education in many institutions.

Apart from systemic difficulties, the government allocation for education annually is also far from being adequate: around two per cent of the total GDP. Ideally it should be six per cent of the GDP. Even a country like Nepal spends around four percent of its GDP. All these problems of the country’s education need a through overhauling according to the National Education Policy of 2010.

 

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Editor : M. Shamsur Rahman

Published by the Editor on behalf of Independent Publications Limited at Media Printers, 446/H, Tejgaon I/A, Dhaka-1215.
Editorial, News & Commercial Offices : Beximco Media Complex, 149-150 Tejgaon I/A, Dhaka-1208, Bangladesh. GPO Box No. 934, Dhaka-1000.

Editor : M. Shamsur Rahman
Published by the Editor on behalf of Independent Publications Limited at Media Printers, 446/H, Tejgaon I/A, Dhaka-1215.
Editorial, News & Commercial Offices : Beximco Media Complex, 149-150 Tejgaon I/A, Dhaka-1208, Bangladesh. GPO Box No. 934, Dhaka-1000.

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