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Primary Education in Bangladesh. BRAC University. A short summary of this paper. Download Download PDF. Translate PDF. The development partners DPs have assumed a dominating role in primary education programme design and implementation. The paper argues that a long-standing vacuum and uncertainty in the relevant national policy and resistance by the vested interest groups to any attempt to bring about reforms in the education system provided space for the DPs to gradually intervene and assume a key role.
This leads to the DPs to assume hegemonic postures in setting the policy agenda in the education sector. The consequence is loss of national policy ownership and weak ministerial accountability to the government or the parliament. Introduction This paper argues that primary education sector in Bangladesh has experienced something of a policy vacuum and capacity gap, which paved the way for consistent and substantive influence of the development partners DPs in the sector.
After this transition in , three sequential consistent programmes by the name of Primary Education Development Programmes PEDPs have been undertaken. When the development partners play such dominant role, the consequence is loss of national policy ownership and weak ministerial accountability to the government or the parliament for performance.
The sector-wide approach SWAp , which was introduced during the preparation of PEDP2, advocates for government leadership for designing a single sector policy and expenditures programme and for alignment of all significant development funds with this policy and programme.
Even so, DPs remain dominant players in the policy process. Email: i. SWAp calls for a higher level of capacity for the national education sector decision making — especially relating to planning, prioritising and performance monitoring — than when financing was linked to donor-identified projects. After this introduction, this paper is divided into five sections. First Section gives a brief sectoral overview describing concisely the primary education structure as well as successes and challenges of achieving universal primary education in Bangladesh.
Section Two gives the framework of analysing external influence to transfer the policy agenda in the primary education sector. On the basis of Dolowitz and Marsh Model, the analysis is organised around four questions: why the country needs the international donors for delivering the primary education; who are these key development partners; how the influence of the development partners works to transfer the policy agenda; and do national politics and policies constraint or support policy transfer?
Section Three examines, in detail, the external influence in primary education policy process in light of these analytical questions. Discussion of this section denotes that the DPs assume a dominating role in primary education programme design and implementation. We argue that a long-standing vacuum and uncertainty in the relevant national policy and resistance by the vested interest groups to any attempt to bring about reforms in the education system provide space for the DPs to gradually intervene and assume a key role.
To what extent national ownership is upheld is discussed in Section Four. Finally, the paper concludes with recommendation for building up national capacity for ensuring national stewardship in the sector through departmental ownership and sector specialisation by staffing the Ministry and its subordinate offices with strictly career primary education bureaucrats. The authors have used both primary and secondary sources to put together the analysis and discussions in this paper.
The primary sources include key informant interviews with education experts, bureaucrats, school teachers, and former executives of the multilateral financial institutions. A number of journal articles, book chapters, newspaper reports and columns, and laws were thoroughly reviewed for this paper. Primary Education in Bangladesh The Constitution of Bangladesh envisions the provision of free and compulsory primary education for all eligible children Article 17 a b c.
The official schooling age for primary education is 6 - 11 years. In addition, the needs of the very poor are largely provided by the non- government organisations NGOs through non-formal primary education. Some other schools including kindergarten, and non- registered and non-government schools with large enrollment operate outside government institutional framework.
Here it is reasonable to assume that different types of schools and involvement of different institutions produce unequal outcomes. We argue that this problem is related to the absence of a common policy framework to ensure consolidation, coordination, and flexibility in the primary education system.
However, a number of acts and executive order were passed by successive governments in order to deliver primary education to the masses. Among these laws and the order, the Acts of and have impacted primary education system much.
As per the Act of the state took over the responsibility of provision of primary education on its shoulder by nationalising 36, in and more schools at different times Kulkarni ; Billah As a result, the whole country was brought under compulsory primary education in On the other hand, the Act brought the primary school system under a centralised administration from the previous district based management.
Under the nationalisation scheme, Government has taken a policy decision not to allow establishment of any new primary school by private initiative and not consider it to be eligible for government funding at a later date. Thus, the Government will now assess the need for setting up new primary schools and set up schools on its own initiative and issue appropriate approvals of schools to be set up Kulkarni The country had already met the Dakar and the MDG target of achieving gender parity by Unesco The number of children enrolled practically doubled from about 8.
This considerable increase in the primary education gross and net enrolment rates and the achievement of the MDG of gender parity in primary education have been possible mostly because of various interventions.
These include stipends, scholarships, and school lunch or food provisions under the projects of the government and different development partners. These children are the marginalised and the disadvantaged who have no access to primary education because of economic, social, ethnic, religious, geographic and language barriers and are affected by natural disasters and other emergencies ibid.
Furthermore, completion of and progression through primary education on time are key requirements to achieve education for all EFA Goal2 and Millennium Development Goal MDG 2 in addition to their enrolment into school.
Bangladesh encounters challenges in retaining children in school until they graduate from primary education. Among the children, fewer boys are starting the last grade of primary education. This statistics highlights lack of school effectiveness and efficiency in service delivery.
This model is organised around six questions see Table 1 : why do actors engage in policy transfer? Where transfer on transfer mixtures in transfer?
Furthermore, they identified four degrees of policy transfer: copying, which involves direct and complete transfer; emulation, which involves transfer of the ideas behind the policy or programme; combinations, which involve mixtures of several different policies; and inspiration, where policy in another jurisdiction may inspire a policy change, but where the final outcome does not actually draw upon the original.
On the basis of Dolowitz and Marsh Model, the discussion and analysis in this paper is organised around four questions: why the country needs the international donors for delivering the primary education the rationale for external influence ; who are these key development partners key development partners involved ; how the influence of the development partners works to transfer the policy agenda the mode and nature of the influence ; and do national politics and policies constraint or support policy transfer?
After analysing this external influence in policy transfer, national ownership will be assessed. National dependency can be observed in terms of financing primary education development and filling in national capacity deficiencies in design and implementation of programmes and projects.
Historically, Bangladesh had a large proportion of its population as illiterate which required urgent attention. In order to remove illiteracy the Constitution stipulates state provision of free and compulsory primary education for all.
Reflecting the Constitutional provisions, Government opened up the primary education for the masses. However, since PEDP2 is an example in this case. Among them eight development partners pooled their funding and a parallel funding was provided by three others. Almost similar was in case of PEDP1. A comparison of funding between the government and the development partners of PEDP1 and 2 is illustrated in Figure 1.
To overcome these deficiencies development partners provide technical assistance. This technical assistance engaged both national and international consultants. It was the Education Policy Paper, produced by an external Advisory Panel on Education in leadership of American scholars which called for shifting focus away from higher to basic education as a strategy to protecting the poor Heyneman Since then primary schooling has been acknowledged as providing better access to formal and informal sector employment for poor households and encouraging behavioural change particularly in the areas of health, nutrition and fertility.
This acknowledgment has been reflected in the aid policy Colclough and De In addition, the percentage of bilateral education grants devoted to basic education tripled between and Alexander The shift of international support towards primary education connotes that Bangladesh is an important case for development partners.
The project covered forty- four Upazilas. The programme was introduced in a total of 87 highest poverty prone-Upazillas selected based on the poverty map from Fiscal Year Emulation entails making the funds and the ideas available for reforms through respective programmes by the development partners.
We all know that we have several types of education at primary levels such as Bangla medium, English version, English medium, kindergarten, and Madrasa, and there is no uniformity among the existing systems.
Students who read in Bangla medium school get such education which hardly matches education students get from Madrasa. Even the curriculum of English version at primary level is diverse from that of Kindergarten or Bangla medium.
Since English medium education follows international curriculum like Edexcel or Cambridge, it has nothing to do with the national curriculum. But a few books on Bangla Language, History and Culture should be included in the English medium curriculum for the junior section. It seems that the whole system is very confusing, and students reading in primary schools do not get uniform and culture-specific education which will help develop their human quality, mental faculty and intellectual skill.
We need to unify the various types of education systems that exist in our country. We must create a level playing field where every student will get the same and proper opportunity. Discrimination in every stage of education must be removed or else mental separation will be established from the very beginning of their educational life, which can be very dangerous for a nation.
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