The primary education in Bangladesh is riddled with a lot of problems. It is mostly centralized, quality of teaching is very low, numerous gaps like rural-urban, boys-girls, formal non-formal etc. are aggravating the problems in education. So, the major problems and issues of our primary education may be cited as under:
1. Government the main provider: Bangladesh has one of the largest centralized systems of primary education in the world. Close to half of the primary schools in Bangladesh are financed and run by the govt. Another quarter is registered as non-governmental primary schools. Non-formal schools operated by NGOs also provide primary schooling to about 3 million children.
1. Government the main provider: Bangladesh has one of the largest centralized systems of primary education in the world. Close to half of the primary schools in Bangladesh are financed and run by the govt. Another quarter is registered as non-governmental primary schools. Non-formal schools operated by NGOs also provide primary schooling to about 3 million children.
Besides, primary education expenditure of $ 23 per student in Bangladesh is considerably lower than that in Pakistan ($ 48), India ($ 42), Sri-Lanka ($43) and China ($42). However, the share of primary education in the total educational budget in Bangladesh is quite high, as 4% of revenue and 50% of development expenditure for education are allocated to primary education.
2. Quantitative expansion without qualitative improvement the findings of the study indicate that apart from increasing enrollment and enhancing gender equality, achievement in other spheres e.g. teacher student ratio, completion rate, learning achievement, management and supervision cost effectiveness and institutional capabilities have remained less than satisfactory.
3. Logistical and systematic weakness: Teacher-student ratio in Bangladesh is lower than that of other low income countries. Majority of the teachers lack proper training and skill as well as motivation for the delivery of quality education. Low attendance rate, Lack of educational nationals and tools contribute to the persistent low quality of primary education in Bangladesh. Absence of academic supervisions and mechanism to monitor class-room performance is also responsible for poor quality.
On the demand side, poverty and illiteracy of parents create obstacle to enrolling and to ensuring completion of the five-year primary school cycle. Prevalence of child labor is another impediment to enrollment and continuing education.
4. Weak local involvement–Community participation in the school affairs is minimal at present. The school management committees (SMCS) and parent teacher associations are not effective in discharging their functions. Lack of cooperation from the committee members and lack of coordination among committee, teachers and administrators hamper the smooth maximum of schools.
5. The formal and non-formal educations divide: There is wide gap regarding quality & maximum of primary education between formal and non-formal educational institutions. In non-formal schools, students are more competent in all the areas compared to their counterparts in formal schools. However, schools being run by NGO’s are also not accountable for the deficiencies.
6. Resource constraints : Shortage of fund and improper use of available resources are also among the crucial constraints of quality improvement of our primary education. Even the resources available are began ill used due to rampart corruption in the education sector.
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2. Quantitative expansion without qualitative improvement the findings of the study indicate that apart from increasing enrollment and enhancing gender equality, achievement in other spheres e.g. teacher student ratio, completion rate, learning achievement, management and supervision cost effectiveness and institutional capabilities have remained less than satisfactory.
3. Logistical and systematic weakness: Teacher-student ratio in Bangladesh is lower than that of other low income countries. Majority of the teachers lack proper training and skill as well as motivation for the delivery of quality education. Low attendance rate, Lack of educational nationals and tools contribute to the persistent low quality of primary education in Bangladesh. Absence of academic supervisions and mechanism to monitor class-room performance is also responsible for poor quality.
On the demand side, poverty and illiteracy of parents create obstacle to enrolling and to ensuring completion of the five-year primary school cycle. Prevalence of child labor is another impediment to enrollment and continuing education.
4. Weak local involvement–Community participation in the school affairs is minimal at present. The school management committees (SMCS) and parent teacher associations are not effective in discharging their functions. Lack of cooperation from the committee members and lack of coordination among committee, teachers and administrators hamper the smooth maximum of schools.
5. The formal and non-formal educations divide: There is wide gap regarding quality & maximum of primary education between formal and non-formal educational institutions. In non-formal schools, students are more competent in all the areas compared to their counterparts in formal schools. However, schools being run by NGO’s are also not accountable for the deficiencies.
6. Resource constraints : Shortage of fund and improper use of available resources are also among the crucial constraints of quality improvement of our primary education. Even the resources available are began ill used due to rampart corruption in the education sector.
DOWNLOAD FULL