Policy Review Series 2

Bangladesh Education: Practices and Challenges

Written by Asad-Uz-Zaman Asad Edited by Hasan Mehedi

humanitywatch

CONTENT
5 | Neo Liberal Hegemony and the Education Policy of Bangladesh 7 | Unitrack Education System 16 | MDGs and Education: Bangladesh Perspective 22 | the Brain and Child Education 30 | Early Childhood Education in Bangladesh Policy Review Series 2

Bangladesh Education: Practices and Challenges

september 2009 written by edited by cover design published on price | | | | | humanitywatch asad-uz-zaman asad hasan mehedi shariful islam salim september 2009 tk 40.00

humanitywatch 77/1 boyra main road, khulna 9000, bangladesh phone: +88 044 4334 5747, cell: +88 017 1413 7190 e-mail: hwforg@gmail.com, hwforg@yahoo.com

PREFACE
'What is Education?' the question repeated several times in this booklet. In this very age of globalisation, Education is nothing but a tool to sell a person him/herself in the job market. But we know it is a question of philosophy, the philosophy which derived from the question, what is human being? What should be the motto of a welfare state? And what should be the ethical duty of a citizen? Everything of the ethic and values has already been abolished in the market economy, and some new questions come forward, Education is a fundamental right, or a service? At least 10 systems of primary education are active in the country and there is no cooperation or integration between the systems. The state does not think about its responsibility to ensure the rights of quality education due to pressure of international business nexus, barrier of international General Agreement on Trade in Services (GATS) of World Trade Organization (WTO). Furthermore, International Financial Institutes (IFIs) like Asian Development Bank (ADB), International Monetary Fund (IMF) and World Bank (WB) imposes several conditions to reform Education System such as corporatization of Universities and Privatization of Text Book Supply system. This is the second booklet of Policy Review Series. We started it with the first issue in a vernacular booklet on "Our Education and Education Policy: A Easy Study". humanitywatch intends to publish a series of books, booklets and easy guides to build up a knowledge based network on national and international policy and negotiations which helps the socio-political workers to review the thinking of power-centre and raise their voices on those. We will be happy if this small book will be able to help them. Suggestions from any readers are most welcome. Thank you.

NEO LIBERAL HEGEMONY AND THE EDUCATION POLICY OF BANGLADESH

The role of education is to build the nation and making linkages with knowledge and empowerment. It is true that education directly influences politics, culture and economy of a country. Ideological influences play a crucial role in shaping our educational framework. But in Bangladesh, discussion and thought on education are limited in an apolitical discourse. In popular thinking and practice, education is assumed as a neutral phenomenon. It is not analyzed in relation to colonialism, globalization, cultural imperialism, nationalism and other political issues alone. It is though campaigns and educational initiatives are enough to establish a people oriented educational system. Thats why our educational system is not encountering any criticism and resistance and thus, is being used as a tool of post colonial neo liberal power. As global capitalism acts as the driving force for rapid transformation in education sectors, the process of globalization and the policy divide have impeded creation of a complete and comprehensive education system in the country. These rapid neo liberal reforms presents a weak linkage between knowledge and empowerment making education inaccessible and dearly. The educational divide has given rise to an inward, concentric and conformist pattern of knowledge generation and dissemination, where diversity and inclusiveness of education remains reclusive and empowerment and socio economic growth becomes a far cry. Since 1980s to 1990s Development Partners in Bangladesh, especially the World Bank (WB) and International Monetary Fund (IMF) had been advising the government to make reforms in financial strategies under Structural Adjustment Program (SAP) to achieve the so called macro-economic stability. This reform program was comprised with devaluation of local currency, reduction of state expenditure in service sector, privatization, market liberalization etc. Like Bangladesh many other poor countries adopted this policy, but failed to achieve the desired goal of economic stability. During 1990s when primary education was liberalized and as a result of this, privatization in primary education was increased on one hand while quality of public primary education was deteriorating on the other, no serious attempt was taken to unearth the underlying politics behind this. As a result, private

Hasan Mehedi Chief Executive Humanitywatch

provision increased drastically and primary education reduced to NGO activities; furthermore, to a commercial product. As a part of this process, public primary education system had turned into a guinea pig for WB and IMF, which has resulted into an inefficient, inactive educational system. On the other hand, since 1990s, privatization in higher education has been initiated and as a result, private sector has become dominating in the field of higher education for the last few years. The issues of public welfare and state responsibility remained out of analysis too. This is due to our misunderstanding to the approach of education. Now the government is under consideration of implementing a Strategic Plan for Higher Education in Bangladesh 2006-2026 which will discharge the autonomy of higher education. This would further privatize and commercialize the higher education sector making it out of reach for the poor. These policy shifts will instil neo liberal reforms in education replacing the colonized educational reforms that will keep pace with the ever changing western order of development needs. The ongoing changes in our education sectors do not reflect the peoples experiences and aspirations. What is education? What is its relation with the state, politics, power and people? We dont have any appropriate analysis of education as we dont relate these political questions with our educational analysis. This is why, our education policy failed to be mass oriented; in contrast, it has been working as a discrimination producing tool, keeping the discrimination politics active.

UNITRACK EDUCATION SYSTEM

Education builds a nation. It is very important for individual, society and state. National development highly depends on Education. Education is the main component to execute the dream of the nation. Education has two general aspects, (1) Philosophical aspect & (2) Structural aspect. 'Why should we learn?'- this question is related to the philosophy of education. If the philosophical position is progressive & strong, Structural position will be matured & stronger. Modern education means scientific, rationale and secular education. In this era we need that sort of education which is directly related to our life and life-struggle. But it is a matter of pity that in Bangladesh the philosophical aspect of education is very weak, unscientific, non-progressive and sometimes conservative. So, the structural aspect of education is very weak in our country. Unitrack Education was proposed for the year 2006 by Ministry of Education. This was the result of an unscientific philosophy. Education Ministry with the finance of Asian Development Bank (ADB) under SESIP (Secondary Education Sector Improvement Project) started this initiative. NCTB with the concern of NCCC (National Curriculum Coordination Committee) took action to implement this new system. SESIP has four components, such asA. Unitrack Education B. Privatization of Text book C. School Based Assessment (SBA) D. Reforms of Examination system A. UNITRACK EDUCATION In the year 2002 National Curriculum Coordination Committee (NCCC) of 21 members was formed lead by Education Secretary of Ministry of Education. With the concern of NCCC Specialist of NCTB visited 14 countries to know their education system. Then they expressed their opinion to start unitrack education in the meeting of NCCC at February 5, 2003. After that, a technical sub-committee was formed. This committee proposed to take initiative to start this education system. Then eight members technical sub committee was formed. This committee took decision to start Unitrack Education as early as possible. In the mean time Ministry of Education formed nine members curriculum committee. This committee prepared the design of unitrack education that was going to introduce from 2006.

WHAT IS REAL UNITRACK EDUCATION? Unitrack education means the unification of Madrasha, Alevel, cadet and general medium of education. That means every student will get the same and proper opportunities from the state. All sorts of discrimination in every stage of education will be removed. This system will be scientific, secular and propeople where all students from different backgrounds and communities will posses same right. This is the general view about unitrack education. From the education movement of 1962 to 10 points of 1990, this was the demand of the students, general people, educators and the intellectual of this country. If various types of education system exist in a country, students will build up with different types of views, mentality and thoughts. The elite person of the society will take education from English medium or expensive places by force of money; where as the poor or needy students will go to madrasha or general medium school. So, a mental separation and discrimination will be established from beginning of their education life, which is very dangerous for a nation. WHAT WAS PROPOSED IN THE NAME OF UNITRACK? It is a matter of pity that not taking any action to reduce this discrimination, Former Ministry of Education was going to introduce a new system in the name of 'Unitrack Education' by making unification of science, commerce and Arts. That was very unscientific and non-progressive decision. This decision was against the concept of Unitrack Education, that is unexpected. There was no change in Different types of education systems, like Madrasha, A level, Cadet and General education. They have made changes only in syllabus, examination system and structure. This is not the concept of unitrack education. Educator called the proposed so called Unitrack education Multitruck. So, in 2005 most of the intellectuals, educators, parents and concerned persons of the society made a committee, named National committee to oppose unitrack education (Ekmukhi shikkha protirodh jatio committee) led by Pro. Jafor Iqbal. As a result of their continuous movement the government was bound to stop this initiative. LATEST SECONDARY EDUCATION STRUCTURE OF BANGLADESH From 1963 to till now, SSC level education structure is divided into three groups like Science, Commerce and Arts. Every student will learn subjects from his own group, out of this he or she has to take lessons on some common subjects, like Bangla, English, Math etc.

This Education Structure has been changed little in several times. The updated conditions are discussed below:
(1) Compulsory Subject st nd (a) Bangla Language (1 & 2 paper) st nd (b) English (1 & 2 paper) (c) General Math (d) General Science (For humanities & commerce) or Sociology (For science) (e) Religion Study (Islam/Hindu/Buddha/Christian) Total (2) Science Group (Any three subjects) (a) Physics (b) Chemistry (c) Biology (d) Higher Math Total (3) Humanities Group (Any three subjects (a) History (b) Geography (c) Economics (d) Civics Total (4) Commerce Group (Any three subjects) (a) Accounting (b) Introduction to Business (c) Business Initiatives (d) Commercial Geography Total (5) Optional Subject (At best one) (a) Agriculture Studies (b) Computer Study (c) Arabic, Sanskrit or Pali Total Grand Total 200 marks 200 marks 100 marks 100 marks 100 marks 700 marks 100 marks 100 marks 100 marks 100 marks 300 marks 100 marks 100 marks 100 marks 100 marks 300 marks 100 marks 100 marks 100 marks 100 marks 300 marks 100 marks 100 marks 100 marks 100 marks 1100 marks

PROPOSED UNITRACK EDUCATION STRUCTURE The Former Government wanted to start the following Structure after breaking the previous Education Structure.
(1) Compulsory Subject st nd (a) Bangla Language (1 & 2 paper) st nd (b) English (1 & 2 paper) (c) General Math 200 marks 200 marks 100 marks

(d) Religion Study (Islam/Hindu/Buddha/Christian) (e) General Science i) Physical Science (Physics & Chemistry) ii) Biology (Botany, Zoology, Environment & Sociology) (f) Social Science i) 1st Paper (History & Geography) nd ii) 2 paper (Economics, Civics & Sociology) (g) Business Studies Total 2. Compulsory Optional Subject (Any one) (a) Agriculture Studies (b) Home Economics (c) Information & Communication Technology Total 3. Optional Subject (At best one) (a) Higher Math (b) Information & Communication Technology (c) Commercial Geography (d) Vocational Studies (e) Music (f) Fine Arts (g) Health Studies (h) Sports & Physical Education Total Grand Total

100 marks 75 marks 75 marks 75 marks 75 marks 100 marks 1000 marks 100 marks 100 marks 100 marks 100 marks 100 marks 100 marks 100 marks 100 marks 100 marks 100 marks 100 marks 100 marks 100 marks 1200 marks

(3) In the system of multitrack, after completing class eight a learner is bound to take a special division (Science, Arts & Commerce).In this immature age the decision of a learner is not only the cause of sufferings, but also a national wastage. To remove this sort of hazard or wastage is also a goal of unitrack education. Actually there lying no cause to differ with the objectives of unitarck education, but it is a matter of question that is this Unitrack System possess these objectives really? MAJOR LIMITATIONS OF UNITRACK EDUCATION i) Lacking of preparations Education reform is a national issue because the education-life of one corer secondary students is strongly related to national development. So, without any strong preparation it was an autocracy to start this initiative with the imposing of some interest seeking individual or groups. Most of the teachers of rural and urban schools were not aware about this system. Even Intellectuals, Educators and the parents were not informed. Former NCTB chairman Gazi Ahsanul Kabir confessed this lacking of preparation without any hesitation. Similarly Former Chief of Education Commission Moniruzzaman Mia expressed his wonder for the lack of proper preparation. Education is a continuous process. Education of one stage makes the base of another stage. Primary education makes the base of Secondary education and Secondary education makes the higher secondary education. So, it is not acceptable to change the secondary education without making any change to primary and higher secondary education. ii) Squeezed science education Science is very necessary to make the young generation as a resource for the country. Learners have to be scientific, secular, rationale and broad minded. A learner may not be scientific minded only by reading some books of science. He has to be rationale and apply scientific views in every sphere of life including art, culture, literature and history. Otherwise he will not be build up as a complete human being. But the policy makers of unitrack education avoided these views purposively. In this education structure only thirty seven and half marks were allocated for physics, also for chemistry, where as the previous marks were 100 for each subject particularly. Marks distribution for Botany, Zoology, Environment and Sociology were 25 for each parts, that means total 75 marks were allocated for this subject, named Biology where

In this structure a student has to study 17 subjects which is very tough for a student of thirteen or fourteen years. So, he will not be able to achieve indepth information in any subject, just skim thoroughly he will read it. Sometimes learners will not be interested to learn which is very dangerous. THE OBJECTIVES OF UNITRACK EDUCATION The objectives of proposed Unitarck Education according to the gazette of Education Ministry are: (1) Every learner will know about the history, tradition and culture of home and abroad; Geographical, social, commercial, economic and State policy related fundamental issues, Information, Communication technology and general, essential, physical and aesthetic aspects of science so that they can achieve a minimum knowledge in this issues. (2) Division wise study makes a man incomplete where unification of division (Science, Arts & Commerce) may make a complete productive citizen according to the demand of the society and state.

as previous distribution was Biology-100 and Sociology-100.This was a wrong decision. What was the goal to squeeze the science education? Still now this is unknown to everybody. This sort of initiative decrease scientific and progressive thoughts and increase fundamentalism and darkness. B. PRIVATIZATION OF TEXT BOOK Under SESIP privatization of publishing text book was introduced. It has gone to open market from the hands of NCTB. So, the price of book will be very high and poor students will be unable to buy. This is the process of commercialization of education. The mission of ADB is to withdraw subsidization from the service sector including education. Educational expenses are increasing in our country day by day. So, the poor and marginalised people of the country are unable to send his/her children at school to learn better education. On the other hand, the rich and elite persons children are able to take education for their enough financial support. As a result, the reality is - 'Who have money, have the Education' (Taka jar, Shikkha tar). Its becomes a product like another goods or product. But according to the constitution of Bangladesh, Education is right, not a privilege. Education will have to be highly subsidised from the state. C. SCHOOL BASED ASSESSMENT (SBA) In SBA teacher had a power to give 30 marks to students. According to the speech of NCTB Chairman, most of the countries have school based assessment in school level and teacher based assessment in university level. But the education environment of other Countries and the Bangladesh are not same. According to the report of TIB, Education Division and Education Administration obtained second scores in corruption (Source: TIB Waves, July, 2005). So, personally I think in this demoralized society, how a teacher will evaluate a student neutrally? Parents and students were astonished to hear this. I want to state a practical experience of my life in this issue. In SSC I was a student of science background. I had taken Physics, Chemistry and Biology which had 25 marks practical out of 100 marks. It is a matter of pity that to get above 20 marks out of 25 I had to pay 50tk per subject to the school authority. This illegal system was legal and every student was bound to do that. Also in HSC I along with my all other friends had to pay to Psychology Teacher 100 taka for my practical marks. It is also a matter of laughing that some of my friends got 25 marks out of 25 in practical exam, but he had failed in narrative

answer. Still now this is the general scenario of education institutions in Bangladesh. So in structured education a student may get 30 marks in each subject at SBA by power or money. He needs another 3 marks to avoid fail. So, without making any strong relationship to books, he may get 3 or 4 marks in each subject in another question and 30 at SBA so that he will pass easily. In this system marks will be sold. If any honest teacher opposes this dishonesty, he may be killed or forced to leave by so called powerful persons. D. REFORMING THE EXAMINATION SYSTEMS The examination system of education in Bangladesh is very old and backdated. Traditional question and exam system are based on guide books, notes, coaching and get by heart. So, most of the students are not playing an expected role for the society as they have limitations of feeling and thoughts. According to the decision of Ministry of Education, in unitrack education examination reform system was proposed from 2006 which will be applicable for SSC exam of 2008.This is a very positive decision. In this system, questions of exam will be divided into two major parts; Structured and Multiple choice.60 marks for structured questions and 40 marks for multiple choices. Questions of each part will be based on cognition, feeling, application and higher thinking skill level. Though previous SESIP was cancelled, Present more discussed Structured Education is the new dimension of that examination reforms. This will be applicable from the SSC exam of 2010 only in Bangla and Religion. Recently its name has been changed and called it Creative Education in lieu of Structured Education. It will be implemented on the SSC, Dakhil and Vocational exam of 2011.Though it has some limitations, but personally I think this initiative is very scientific and modern. To make it as a complete system we, all educators, intellectuals, parents, teachers and educational psychologists have to work together.

MDGs AND EDUCATION: BANGLADESH PERSPECTIVE

Education is recognized as one of the key elements for building an empowered st knowledge-base society to meet the demands and challenges of the 21 Century. Deprivation from getting access to education itself is a key element of poverty. In Bangladesh, deprivation among the poor and marginalized in accessing educational facilities is disproportionately high and lack of Case Study education in turns limits their Over three lac children do not get capacity to overcome poverty ; there primary education in Northern by creating an inter-generational Districts vicious cycle. Over three lac children in the northern Bangladesh is a developing country with a population of about 130 million. The country completed three decades of its independence from Pakistani rule in 1971.The constitution of Bangladesh enshrines the right of every citizen to free universal primary education. The emergence of Bangladesh after a bloody Liberation War in December 1971 gave impetus to the goal of universal primary education. As one of the most active Least Developed Countries (LDCs), Bangladesh is a signatory to the declaration at the World Conference on Education for All (WCEFA) held in March 1990 in Jomtein, Thailand. The Government repeated its commitment in the EFA ministerial review meeting of Indonesia held in September 1995, Pakistan in September 1997, and China in August 2001. The
districts do not go to primary schools mainly because of the object poverty and absence of educational institutions nearby. The children of the poor families in the char areas of Bogra, Rangpur, Gaibandha, Kurigram, Nilphamari, Lalmanirhat, Pabna and Sirajgonj districts are deprived of primary education. Many of the primary schools in the low lying areas of these districts have either been washed away by river erosion or have shifted to other places under the threat of erosion. At least 10,000 villages in these districts were lost to the rivers over the years. About 350 government and nongovernment primary schools in these villages also vanished. Besides, nearby 300 primary schools in the flood prone areas of these districts were shifted to safer places under the threat of erosion. The two, combined, have blocked the opportunity of primary education to the poor children of these districts.
(Source: The New Age, June 8, 2005)

Government of Bangladesh has made commitments in Education Forum (Dakar, April, 2000) towards achievement of EFA goals and targets for every citizen by the year 2015. MILLENNIUM DEVELOPMENT GOAL (MDG) In Goal 2 the MDGs convey to attain universal primary education and sets a target (target-3) to ensure, by 2015, children everywhere, boys and girls alike, will be able to complete a full course of primary schooling. To fulfil this goal, it will require development of basic infrastructure for primary education as well as social inclusion to ensure the rights of the marginalized and disadvantaged people of Bangladesh. Since the birth of Bangladesh, various laws have been passed regarding primary education including Primary School Act 1974, the Primary Education Act 1981, and the Compulsory Primary Education Act 1990.The act of 1974 provided free primary education for all over the country and teachers of primary school became central government servants. The act placed upon the government onus of bringing the primary school system under a centralized administration from the previous district based management. The act of 1981 made provisions for the establishment of Local Educational Authorities at the sub-divisions (present districts).The act also provided for school based management and the formation of School Management committee (SMC). The act of 1981, however, was not implemented; it was promulgated as a decree by the then military ruler, but was no followed up with necessary administrative steps for implementation. The compulsory primary education act was enacted in 1990 in order to implement the constitutional provision for free, universal and compulsory education. The act empowered the government to undertake legal and administrative measures to implement Compulsory Primary Education (CPE) Act. Bangladesh has made remarkable progress during the 1990s in expanding the primary education especially raising enrolment of the students and bringing certain gender parity by encouraging even the poor families to send their children to the schools. The country earned international reputation in terms of awareness about education and some other social indicators and placed itself well on track when the United Nations had in 2000 set the global targets

styled Millennium Development Goals to reach 100 percent primary education by 2015. Official MDG report valid till 2005 found the net enrolment ratio in primary education to be on track and further stressed the need for giving attention to two more targets-proportion of pupils starting grade 1 who reach grade 5 and adult literacy rate of 15+ years old. The definition of literacy used in population census in 1991 and 2001 is that a person of age 7 years and above and who is able to write a letter has been considered as literate. Literate has been calculated for age seven years and above population. However, the initial progress in school enrolment had not been substantiated by completion of the primary education due to huge drop outs. At one stage enrolment has also become a controversial issue as it was plagued by poor quality and manipulation in registration process. The increasing rates of dropout suggest that they may not attain the MDG target despite significant progress made in the first place although the official report observed that the goal of achieving universal primary education would probably be attained. According to a study conducted by 10 NGOs with the Commonwealth Education Fund, the dropout rate has increased from 33 percent to 47 percent in 2007.Moreover, official statistics show, the net enrolment of six to ten year old children declined to 93 percent in 2005 from 97 percent in 2002.Recent study also showed that some children could not read and write properly even after completion of five years of primary education. The increasing dropout rate suggests that Bangladesh is unlikely to attain a 100 percent completion of primary education by the MDG deadline of 2015. PEDP II represents a major operational part of the governments Education for All (EFA) and poverty reduction agenda, which are linked with the Millennium Development Goals. The primary school dropout rates in Bangladesh have always been high. The standard of primary education is so poor that even after the five year schooling one in every three children remains non-literate or semi-literate, According to the findings of Education Watch report of 2003-2004.According to official statistics, the percentage of pass in the completion exam (class v) was 87.79 in 2007. According to the US Agency for International Development, a partner in the PEDP, Bangladeshs primary school dropout rate remains unacceptably high, especially for children living in poverty and from minority families.

The 2005 monitoring report on progress towards Dakar goals released by UNESCO in November, 2004 has applied an Education Development Index to countries based on values for net primary education enrolment, adult literacy rate, gender parity indices, and survival of children to grade five in the primary school. Of the 127 countries rated, Bangladesh ranked as number 107, just behind India (106), ahead of Pakistan (123) and Nepal (110).It is projected that all of these countries will fail to meet the 2015 Dakar Framework targets unless their rate of progress accelerates substantially. According to UNESCO Global monitoring report 2008, twenty five countries out of 129 across the world are still far from the target for achieving EFA by 2015.The report released in Paris and New York shows that Bangladesh, India, Nepal Mauritania, Morocco and Pakistan are also included in the lowachieving 25 countries. The government claims that the second millennium development goal is on track, with impressive achievements in terms of net enrolment rate in primary education, those are 73.7 percent in 1992 to 82.7 percent in 2002 and primary education completion rates are 42.5 percent in 1992 to 80.6 percent in 2002.However, a recent World Bank study states that even with intervention mechanisms like reduction of student-teacher ratio and increased coverage of the primary education stipend program, net enrolment would not be able to cross the 90 percent mark and completion rate would remain below 85 percent by 2015. The statistics on educational enrolment for six to ten year old is a matter of debate. A number of sources provide conflicting data. There has been some progress on enrolment, but the official claim of 82.7 percent (GoB and UN 2005) has been marred by challenges from the BBS/UNICEF (2003) estimate (80.9 percent) and nationwide survey conducted by CAMPE (2002) put it at 80 percent. According to various sources, the range of enrolment has been slightly higher for females (83-84 percent) compared to males (81-82 percent).This improvement was due to several income assistance programmes like Governments budgetary allocation for girls education, Free primary education, Huge stipend programmes at the primary level, and Food for education programme. The constitution of the Peoples Republic of Bangladesh enjoins upon the Government of Bangladesh the obligation to ensure the literacy of all citizens of the country within the shortest possible time through the following provisions. The article 17 of the Bangladesh constitution mandates the state to adopt effective measures for the purpose of: (a) Establish a uniform, mass

oriented and universal system of education and extending free and compulsory education to all children to such stage as may be determined by law (b) Relating education to the needs of the society and producing properly trained and motivated citizens to serve those needs and (c) Removing illiteracy within such time as may be determined by law. So, According to the Constitution, primary education shall be the responsibility of the state. But primary education in Bangladesh has gone through several changes and development during the last few years. The issue of quality and structure remain to be a matter of great concern. The fact is that the education system in Bangladesh is not yet pro-poor and the quality and content of education do not effectively serve the goals of human development and poverty eradication. Although there is a general agreement that the number of institutions and enrolments have grown at all levels, but quality of education has deteriorated especially in institutions where the children of the poor family go. Although the Constitution of Bangladesh stipulates that the state would take effective measures to establish a common system of universal and people oriented education, there are diverse streams of education exists in Bangladesh. These are as diverse as English medium, vernacular Secular education and religion centred Madrasah education. There are differences in curricula, syllabi, teachers training, infrastructure, attitude and outlook of both school authorities and guardians among the different streams in primary education. Children start their education with different systems and develop differently which significantly influence their future life. Difference in system essentially creates and perpetuates a system of inequality not only in their attitudes and tastes but also in real economic life. Disparity and Inequality can be easily observed looking at the education system in Bangladesh. Rich can avail Private and English medium schools having their children graduated with quality education ready to be sold in the market at higher price. These are the children from the well-off families who eventually, at a certain stage, take command over politics and economy of the country. Non-Universal system of education creates and perpetuates inequality in all spheres of society. So, the Government of Bangladesh should take the following steps within the shortest possible time to reaffirm its strong commitment to the spirit of Millennium Declaration: Recognition of education as a fundamental constitutional right of the citizens of Bangladesh.

Establish a uniform, mass oriented, scientific and universal system of education instead of several streams or systems. Reshape the educational policies to address the needs of the marginalized people. Particular attention to poor and deprived communities as well as regions to get children in the school. Allocation on education in general and primary education must be increased. Commercialization of education should be off. Creation of a pleasant and child-friendly environment in the school. Collaboration between the Government and NGOs, Civil Society and Community based Organization for achieving universal primary education. Teachers must be highly qualified, with at least a bachelors degree and with specialized training in education and must be paid well. Curricula must be intellectually rich and sufficiently broad to address childrens developmental needs in all domains. Primary education program must engage in an active partnership with parents and accommodate their needs. Class sizes and child-teacher ratio must be kept low.

Sources: Ahmed, Manzoor ; Nath, Samir R, (2005). Quality with Equity: The primary Education Agenda, Dhaka, Bangladesh: Campaign for Popular Education (CAMPE) Alam, Mahmudul (Ed.), (2008).Bangladesh Education in Transition: Policy-PerformanceWay Forward, Dhaka, Bangladesh: D.Net Asad, Asad-Uz-Zaman, (2008). Child Rights: Bangladesh Perspective, Dhaka, Bangladesh: Khelaghar Annual Report, (2007-08). Dhaka, Bangladesh: UCEP-Bangladesh Mostofa, Monwar; Ahmed, Tanim; Islam,Nazrul; Khan, Siddiqur Rahman, (2008). Alternative report on MDG status Bangladesh, Dhaka, Bangladesh: Peoples Forum on MDGs (PFM) Bangladesh The constitution of the Peoples Republic of Bangladesh, (1996). Dhaka, Bangladesh: Government of Bangladesh (7) World child situation, (2008).Dhaka, Bangladesh: Unicef

THE BRAIN AND CHILD EDUCATION

Over the past decade there has been renewed interest in facilitating Brain development and Education. Brain development emphasizes the importance of early experiences on childrens physical, psychological, cognitive, and social development. Considerable progress is being made in charting developmental changes in the brain and its connections to childrens education. Brain changes with childrens age and growth. So, this is a new era in the field of education a time to bring together Brain and Education. Due to innovative cognitive neuroscientific research, our knowledge about learning has recently increased. An important domain of this increasing knowledge involves the period of adolescence. We know that there is significant variability among adolescents with respect to their cognitive development and that this cognitive development is linked to individual patterns in brain development. Furthermore, we know that the development of the brain continues beyond the age of 20. THE BRAIN CELLS AND REGIONS The number and size of the brains nerve endings continue to grow at least until adolescence. Some of the brains increase in size also is due to myelination. Myelination is a process in which many cells of the brain and nervous system are covered with an insulating layer of fat cells. This increases the speed at which information travels through the nervous system. Myelination in the areas of the brain related to hand-eye coordination is not complete until about four years of age. Myelination in brain areas that are important in focusing attention is not complete until the end of the elementary school years. The implication for teaching are that children will have more difficulty focusing their attention and maintaining it for very long in early childhood but their attention will improve as they move through the elementary school years. Even in elementary school and later, many educators believe occasional short breaks sustain energy and motivation to learn. Another important aspect of the brains development at the cellular level is the dramatic increase in connections between neurons. Synapses are tiny gaps between neurons where connections between neurons are made. Researchers have discovered an interesting aspect of synaptic connections.

Nearly twice as many of these connections are made than ever will be used. The connections that are used become strengthened and will survive while the unused ones will be replaced by other pathways or disappear. That is, in the language of neuroscience, these connections will be pruned. These areas are critical for higher-order cognitive functioning such as learning, memory and reasoning. Notice that in the prefrontal context (where higher-level thinking and self regulation take place) the pick of overproduction occurs at about one year of age. Notice also that it is not until middle to late adolescence that the adult density of the synapses is achieved. THE BRAINS FOUR LOBES In a recent study that used sophisticated brain-scanning techniques, childrens brains were shown to undergo substantial anatomical changes between the ages of three and fifteen (Thompson & others, 2000). By repeatedly obtaining brain scans of the same children for up to four years, it was found that childs brain experience rapid, distinct spurts of growth. The amount of brain material in some areas can nearly double within a year, followed by a drastic loss of tissue as unneeded cells are purged and the brain continues to reorganize itself. In this study, the overall size of the brain did not change from to fifteen years of age. However, rapid growth in the frontal lobes, especially areas related to attention, occurred from three to six years of age. Rapid growth in the temporal lobes (language processing, long-term memory) and parietal lobes (spatial location) occurred from age six through puberty. The Lobs are: (a) Frontal Lobe: Voluntary movement and thinking (b) Occipital Lobe: Vision (c) Temporal Lobe: Hearing (d) Parietal Lobe: Body sensation LATERALIZATION The cerebral cortex (the highest level of the brain) is divided into two halves, or hemispheres. Lateralization is the specialization of functions in one hemisphere of the brain or the other. In individuals with an intact brain, there is a specialization of function in some areas: Verbal Processing: The most extensive research on the brains two hemispheres involves language. In most individuals, speech and grammar are localized to the left hemisphere. However, this does not mean that all language processing is carried out in the brains left hemisphere. For example, understanding such aspects of language as appropriate use in different contexts, metaphor and much of humor involves the right hemisphere.

Nonverbal Processing: The right hemisphere is usually more dominant in processing nonverbal information, such as spatial perception, visual recognition, and emotion. For example, for most individuals, the right hemisphere is mainly at work when they process information about peoples faces. The right hemisphere also may be more involved when people express emotions and when they recognize others emotions. Because of the differences in functioning of the brains two hemispheres, people commonly use the phrases left-brained and right-brained to say which hemisphere is dominant. Unfortunately, much of this talk is seriously exaggerated. For example, lay-people and the media commonly exaggerate hemispheric specialization by claiming that the left brain is logical and the right brain is creative. However, most complex functions-such as logical and creative thinking-in normal people involve communication between both sides of the brain. Left Brain: Uses logic, detail oriented, facts rule, words and language, present and past, math and science, can comprehend, knowing, acknowledges, order/pattern perception, knows object name, reality based, forms strategies, practical and safe. Right Brain: Uses feeling, big picture oriented, imagination rules, symbols and images, present and future, philosophy & religion, can "get it" (i.e. meaning), believes, appreciates, spatial perception, knows object function, fantasy based, presents possibilities, impetuous and risk taking. HOW EDUCATION OCCURS? Education occurs through maturation and learning When children grows physical, psychological, cognitive and socioemotional changes takes place Some of these changes are maturational and some are learnt Education streamlines all the above changes in children WHAT IS BRAIN-BASED EDUCATION? Education brings change in the structure of brain and help to develop the child. Brain-based education (By Eric Jensen) is the purposeful engagement of strategies based on neuroscience. Brain-based education is the application of a meaningful group of principles that represent our understanding of how our brain works in the context of education. Brain-based education is not a panacea or magic bullet to solve all of educations problems. Anyone who represents that to others is misleading them. There is not yet a one size fits all brain-based program, model or package for schools to follow.

WHAT DOES A BRAIN-BASED TEACHER DO? A brain compatible teacher is one that understands the principles and uses strategies in a purposeful way. It is an educator who understands the reasoning behind their teaching. It is also one who stays constantly updated through continuous professional development. EXAMPLE OF BRAIN-BASED LEARNING Evidence suggests that stress is a significant factor in creativity, memory, behavior and learning. Teachers who purposely manage stress factors (purposefully decrease or increase stress) in class are likely to experience a positive classroom environment. There are many ways to decrease stress in the classroom, such as integrating stretching exercises, incorporating recess, teaching coping skills, and utilizing physical education. DEVELOPMENT OF A CHILD 1. Proper nutrition: (a) Nutrition keeps the child healthy and free from diseases (b) It can be obtained from daily meals and seasonal fruits 2. Appropriate stimulation: (a) Makes the childs life potential for future success (b) Stimulation can be obtained from home, school and community Stimulation is engaging the child in various developmental activities. It is the opportunity for a child to develop with: (a) Good physical and mental health (b) Sound emotional state (c) Socially stable mind (d) Success in school and community (e) Childs future largely depends on sufficient stimulation in the first five years of life. STIMULATION AND LEARNING Stimulation makes learning happen. Learning is neurobiological process and it takes place in the brain. It works through genetically set neuronal networks. Recent studies have also shown that the manner in which humans take on information and then process that information is determined by a combination of biological, cognitive and psychosocial factors. The biology of our brain thus determines the efficiency with which information reaches our senses. This biology ensures that important stimuli are stored and that less important stimuli are discarded. By doing this, the brain can ensure that its capacity is not unnecessarily overloaded, which is important because brain capacity is indeed limited. The environment also plays an important role in information processing. We have come to understand that developing children benefit from decreases in the amount of distracting information

present in their environment. It is also important that children are sufficiently stimulated and motivated because then the brain can learn to plan behavior in ways that promote the transfer of information. Recent research on braincognition relations has provided numerous insights regarding the development of functions such as language, perception, attention and memory. PRINCIPLES OF BRAIN-BASED LEARNING Malleable memories: Memories are often not encoded at all, encoded poorly, changed or not retrieved. The result is that students rarely remember what we think they should. Memories are strengthened by frequency, intensity and practice under varying conditions and contexts. Non-conscious experience runs automatic behaviors: The complexity of the human body requires that we automate many behaviors. The more we automate, the less we are aware of them. Most of our behaviors have come from either undisputed downloads from our environment or repeated behaviors that have become automatic. This suggests potential problems and opportunities in learning. Reward and addiction dependency: Humans have a natural craving for positive feelings, including novelty, fun, reward and personal relationships. There is a natural instinct to limit pain even if it means compromising our integrity. For complex learning to occur, students need to defer gratification and develop the capability to go without an immediate reward. Attainable Limitations: Most people cannot pay attention very long, except during flow states, because they cannot hold much information in their shortterm memory. It is difficult for people to maintain focus for extended periods of time. Emotions, meaning making, ultradian rhythms and glucose uptake all affect attention span. Some brain mechanisms facilitate attention by processing the desired areas and others facilitate attention by inhibiting unwanted inputs. Adapting the content to match the learner provides better attention and motivation to learn. Brain seeks and creates understanding: The human brain is a meaning-maker and meaning seeker. The more important the meaning, the greater the attention one must pay in order to influence the content of the meaning. Rough Drafts: Brains rarely get complex learning right the first time. Instead they often sacrifice accuracy for simply developing a rough draft of the learning material. If, over time, the learning material maintains or increases in

its importance and relevance, the brain will upgrade the rough draft to improve meaning and accuracy. To this end, prior knowledge changes how the brain organizes new information. Goal-driven learning proceeds more rapidly than random learning. Learning is enhanced by brain mechanisms with contrasting output and input goals. Input Limitations: Several physical structures and processes limit ones ability to take in continuous new learning. The slow down mechanisms include the working memory, the synaptic formation time for complex encoding and the hippocampus. Perception influences our experience: A persons experience of life is highly subjective. Many studies show how people are easily influenced to change how we see and what we hear, feel, smell and taste. This subjectivity alters experience, which alters perception. When a person changes the way they perceive the world, they alter their experience. It is experience that drives change in the brain. Malleability/Neural Plasticity: The brain changes every day and more importantly, we influence those changes. New areas of brain plasticity and overall malleability are regularly discovered. It is known that experience can drive physical changes in the sensory cortex, frontal lobes, temporal lobes, amygdale and hippocampus. In addition whole systems can adapt to experience such as the reward system or stress response system. Emotional-Physical State Dependency: Both emotional and body states influence attention, memory, learning, meaning and behavior. These states become more stable over time and will resist change. For example, the longer one is angry or depressed, the more comfortable he or she becomes with that state. This has profound implications for the social and behavioral role of education. TECHNIQUES OF LEARNING The three instructional techniques associated with brain-based learning are: (1) Orchestrated immersion: Creating learning environments that fully immerse students in an educational experience (2) Relaxed alertness: Trying to eliminate fear in learners, while maintaining a highly challenging environment and (3) Active processing: Allowing the learner to consolidate and internalize information by actively processing it

HOW BRAIN-BASED LEARNING IMPACTS EDUCATION CurriculumTeachers must design learning around student interests and make learning contextual. InstructionEducators let students learn in teams and use peripheral learning. Teachers structure learning around real problems, encouraging students to also learn in settings outside the classroom and the school building. AssessmentSince all students are learning, their assessment should allow them to understand their own learning styles and preferences. This way, students monitor and enhance their own learning process. HOW FACTORS AFFECT LEARNING Learning makes the brain rich. Excellence of learning depends on early life exposures, repetition and varieties of stimulation. Less active children develop various deficiencies in their brain which need to be considered early. So education has to be-Flexible, Supportive, Developmental and Innovative. Education is influenced positively or negatively by some factors. The factors that help a child to acquire good qualities are friends of education. The factors that help a child to acquire bad qualities are enemies of education. Enemies of mind that affect learning: (a) Excessive control (b) Fear and anxiety (c) Hatred (d) Frustration and (e) Repression How to fight the Enemies: To fight with the enemies of mind several techniques should be taken including (a) Allow children to serve their own interest (b) Do not be over protective (c) Avoid creating fearful situation (d) Give explanations of fearful events (e) Express love in all respect (f) Do not express hatred for undesired phenomena (g) Support the failure with explanation (h) Avoid situations that are frustrating (i) Help except the reality (j) Understand the childs unwanted behavior without blame (k) Help sublime the repressed phenomena by some positive events etc. Education should be brain-based and developmentally appropriate. That is, teaching should take place at a level that is neither too difficult and stressful nor too easy and boring for the age of the child. Developmental changes can help us to understand the optimal level for teaching and learning. It is not a good strategy to try to push children to read before they are developmentally ready; but when they are ready, reading materials should be presented at the appropriate level.

EARLY CHILDHOOD EDUCATION IN BANGLADESH

Early Childhood Education (ECE) is important for the holistic development of a child. The holistic development includes emotional, intellectual, moral, social, physical and spiritual development. ECE has a strong positive influence on school performance and achievement of children in schools. But it is a matter of regret that due to inadequate understanding, socio-economic inequality and some weak coordinated leadership, ECE and more specifically pre-primary education in Bangladesh has not been a part of the public education service. The enrolment for pre-primary in Bangladesh is one of the lowest among Asian Countries. Its quality has been inadequate mainly due to untrained teachers and shortage of facilities. Though there have been various initiatives to improve pre-primary education, the country does not yet have a national framework policy or a mechanism ,in which all initiatives and interventions can be coordinated to achieve common goals. Early Childhood Education (ECE) in Bangladesh suggested a program package, which is expected to meet the needs of the target group childrens needs (3-5 years) both developmental (physical, social, emotional, intellectual and moral) and learning needs: pre-reading, pre-writing, pre-numeracy skills with language skills like working together in paints, in groups, major thinking skills, small problem solving skills, reasoning skills, sensitivity and feeling, creativity and exploration ,planned games and free play, taking responsibility of own work. The objectives of ECE are: (a) Preparing children physically and mentally fit and eager for entering formal primary school (b) Socialization of children through child friendly games and activities (c) Assist children achieve skills and competences in rhyme, dancing, singing, reciting, drawing, telling stories, alphabets, numeracy etc. and (e) Assist children achieve creative development in different areas. The Fundamental Principles of ECE are: (a) Early Childhood is the foundation on which children builds their lives (b) Children develop at different rates and in different ways emotionally, intellectually, morally, socially, physically and spiritually (c) All children have abilities which should be identified and promoted (d) Young children learn from everything that exist and happen in their environment (e) Play and conversation are the main ways by which

young children learn about themselves and the world around them (f) Interaction with adults and peers is of central importance to a childs development and (g) Children who are encouraged to think for themselves are more likely to seek knowledge and to be eager to learn. The Government of Bangladesh made strong commitment to achieve Education for All (EFA) following the Jomtein Conference in 1990, and again agreed with the six EFA goals enunciated in the Dakar Framework for Action 2000 including the one on ECE.The Dakar goal states the need for expanding and improving comprehensive Early Childhood Education (ECE), especially for the most vulnerable and disadvantaged children. The Government of Bangladesh developed A Plan of Action following the Jomtein EFA goals in 2000 which has been revised and updated in 2002.It is expected to be adopted by the government and taken up for phase-wise, time bound implementation. Although it is a well-known fact that childrens needs are urgent, everything can wait but theirs cannot, this long waiting for approval of the Plan of Action at the administration level does not go with the urgency of achieving EFA goal. This indeed demonstrates lack of concern of the policy makers about the needs and benefits of early childhood care, early childhood education and developmental activities. Besides EFA, Bangladesh has ratified the Convention of the Rights of Children (CRC) that safeguards childrens basic rights, such as (a) Best interests of the child (b) Survival, growth and development of children (c) Participation (d) Non-discrimination (based on race, gender, culture, religion, abilities, political affiliation of their parents etc)

poor families. The school premises crowded with young children compel school administration to organize an informal class for them known as small one or Baby Class teaching rhymes, alphabets and numbers. This was a local need met by local school people locally without waiting for government approval or disapproval. The Education Commission 2000 suggested to retain these preparatory classes either as: (a) six months pre-school or (b) one year long pre-school education programme. First formal initiative of NCTB Considering the existence of small one or Baby Class in all rural and most urban government primary schools, NCTB with the assistance of Dr. J. Ratnaike of UNESCO, Bangkok evolved a need based pre-school education programme in 1981-1982.The main purpose was to provide school preparedness skills to the disadvantaged children who enter primary schools without having any academic readiness required for academic activities of primary school. A primer was prepared introducing pre-reading and pre-numeracy skills. The primer was printed and supplied to the schools. After 3-4 years the programme was abandoned. Initiative of DNFE The DNFE with the help of NGOs and UNICEF introduced a Baby Class education programme in 1992 that discontinued after the completion of the General Education Project period of MOE. National Plan of Action National Plan of Action have suggested ECE programme for 4-5 years old children. Cost estimates for introducing one year long baby class for 9 million 4-5 years old children in a phased manner by 2015 have also been given by the government. National Education Commission 2003 The Commission suggested that School Management Committees (SMC) should be responsible for bringing all 5 year old children in schools which is expected to improve the quality of primary education. For this, the government has to build six classrooms and appoint six teachers in each primary school. The major objectives of pre-primary education suggested by the commission, among others, are: (a) Assist children to get physically and mentally prepared for primary education (b) Socialization of children through

GOVERNMENT POLICIES AND INITIATIVES ON ECE National Education Policy 2000 The Education Policy 2000 considered the need for a school preparedness education programme for 5+ children. The NEP suggested pre-primary education of one year duration in selected primary schools and then covers all the schools by phases. It suggested alternatively a six month preparatory education before class one that can be upgraded to one yearlong course by 2005.It further suggested public participation in financing and managing preprimary education programmes of the country. Traditional practice in Government Primary Schools Traditionally younger siblings of primary school students come to schools with their older siblings because the older ones are the primary child minders in

child-friendly games and activities and development of cultural and aesthetic sense. The commission has suggested a number of competencies for 4-5 years old children which are : Sensory competencies like listening, seeing, touching, smelling, tasting; Language competencies like listening, understanding, speaking, pre-reading and pre-writing; Socialization skills like participation, turn taking, cooperation, responsibility, discipline, emotion, moral education, Physical competencies like gross motor and fine motor skills, health and personal hygiene; Cognitive competencies like concentration, planning and decision making and memory. The commission suggested the following actions: (a) a unit (in DPE) on preschool education should immediately be opened (b) NCTB is to develop curricula and syllabi for pre-school education (c) Registration of all pre-primary education providing institutions should be ensured (d) For urban pre-primary schools Municipal Authorities and for rural pre-primary schools Union Parishads may provide financial assistance (e) For children of working parents in cities and industrial areas , childrens homes /day care centers are to provide children with games , nutritious food and safe water Pre-school teachers training should comprise areas, such as child psychology, mental health, nutrition, moral education, first-aid, childrens literature, music, song, drawing, play, child appropriate teaching methods etc Salary structure, recruitment rule for Baby Class teachers should be introduced Teacher training programme (primary) should include pre-school education Some kind of control of Government over Kindergarten and Nursery schools should be ensured and these are to be brought under registration Involve NGOs having experience in pre-school education in management of pre-school education.

all types of learning centers including children with different types of disabilities. During visiting some Government primary schools in Dhaka City it is found that, the Baby Class (known as small I-Chhoto one) exists in most of the government primary schools although there is no government approval yet. It has been a common scene in primary schools that younger siblings come to schools with their older siblings. Classroom is crowded by children of age 3 to 5/6 and inadequately organized because older children although are interested to learn alphabets, numbers and rhymes; the young infants do not understand anything of it except some songs and rhymes in which they could participate. Play materials are rarely used, found to be in the Almirah or on top of the Almirah. The young infants managed sometime by the Head teacher or some other time by upper class students. Governments passive attitude to Baby Class might have influenced the teachers in taking less interest in Baby Class teaching. So, ECE in Bangladesh should be compulsory for all children aging 3 to 5 to make it universal. It will ensure the Quality of Education. Understanding the importance of ECE Already Argentina, Venezuela, Mexico, Panama, Peru, Columbia, Costarica and Uruguay have made 1 to 3 years ECE programme compulsory for all 3 to 5 years children. Bangladesh Government should also take necessary steps as early as possible.

PRIMARY EDUCATION DEVELOPMENT PROJECT-II Under PEDP II, Government has a commitment to recognize pre-school Baby Class education for 5/6 years old children of the country. The challenge is to materialize the promise or the commitment and to reach around 9 million children with a developmentally appropriate good quality ECE programme in

humanitywatch
humanitywatch was established in 1998 with initiative of some socio-political and cultural activists from different sectors of Khulna to serve the people in the sector of health, education and emergency rehabilitation. During serving the people by donating voluntary blood, the organizers observed the root causes of poverty is discrimination, injustice and lack of rights which derived from national and international policies, market economy and colonial mindset. And characteristic of the organization has been changed to a right-based organization mainly working in the sector of Campaign and Advocacy. humanitywatch is now playing the role of secretariat of Bonojibi Odhikar Suraksha Mancho (civil society platform for conserving biodiversity through ensuring forest peoples rights) and Jolaboddhota Niroson Nagorik Sanghati (anti water logging civil society solidarity committee). It is also the member of Campaign for Sustainable Rural Livelihoods (CSRL)-Bangladesh, World Economic Justice Forum, Water and Sanitation Forum-Khulna, Youth Social Forum-Bangladesh and Sommilito Manobadhikar Porshod-Khulna (combined human rights forum-khulna). In the mean time humanitywatch has become partner/member of Actionaid, Barcik, BELA, Coastal Development Partnership (CDP), Election Working Group (EWG) through Nabolok and Rupantar, Forest Peoples Programme-UK, Global HIV/AIDS Fund, Oxfam and Unnayan Onneshan (The Innovators). humanitywatch is inclusively working for establishment of forest peoples and indigenous communities traditional rights in collection, using and management of common resources for sustainable use and conservation of forest biodiversity. Contact:

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