Bangladesh now has one of the robust primary education systems in the world with an estimated 17 million primary school aged children (6 to 10 years), thanks to the ceaseless efforts of the government to ensure access to education for all. The country has achieved remarkable success in gender parity in school enrolment with more girls in school than boys. Needless to mention, Bangladesh has huge potential to create a globally competitive workforce by investing more in education. But despite Bangladesh’s notable success in bringing nearly all children across the country to primary school, the quality of education remains a concern. Many young students in Bangladesh find it hard to land good jobs because of the sheer mismatch between the education system and job market. The country should address this crisis by investing more in education and ensuring effective utilization of the amount of investment.
Authorities concerned should work to identify
the barriers toward imparting quality education
and devise required actions to fix them
Reports tell us that over 40 per cent of our high schools cannot prepare creative questions and 55 per cent of teachers of primary schools do not understand critical education methods. Such a huge number of unskilled teachers are deteriorating the quality of education being imparted to students across the country. Ministry of Education must address the urgency of incorporating new training institutes and improving the functions of the existing ones.
The government needs to address the need for allocating more budget in the country’s education sector to make it highly efficient one. The right to education is not only the right to access to education but also the right to receive quality education. For ensuring quality education there is no alternative to enabling a healthy and gender-inclusive environment in the education sector. Quality education requires relevant, strategic and well-researched curricula and materials for the acquisition of basic skills. There must be a procedure through which trained teachers can incorporate child-centred teaching approaches. Taking all theses into consideration, authorities concerned should work to identify the barriers towards imparting quality education and devise required measures to fix them.