Dhaka, Bangladesh
Strengthening pry education

Editorial

Strengthening pry education

Primary education is the foundation of the national education system. It is against this backdrop that the government is now set to take action against 55 blacklisted primary schools from where none of the students appeared in the Primary Education Completion (PEC) this year passed. There were a total of 265 examinees from these educational institutions located in Noakhali, Gazipur and Gaibandha districts. When it is the natural expectation that at the primary stage all students should pass the exam, with comparatively better scores in individual subjects, no pass by any student is really disconcerting. This failure on the part of these schools clearly points out that in these educational institutions, nothing was taught to the students. Question arises whether the teachers of these institutions are of any worth. But only serving show-cause notice to the authorities of these schools will not do, the Directorate of Primary Education (DPE) should take the right steps to make sure that henceforth quality teaching is ensured in these schools. Now, there might be many primary schools where only students or just a few students passed in the PEC exam. The quality of education also needs to be seriously lifted in these institutions. It is a very positive fact that overall dropout rate at primary schools is improving, but bad result of the student would be of little value and will make this improvement in dropout meaningless. That is why the relevant department of the government specially the DPE should make all-out effort to ensure that children who are coming to schools are receiving quality education. It has been pointed out that behind the no-pass rate in schools absence of quality teachers is responsible. This is a shortcoming most of the primary schools particularly located in the rural areas have. The spectre of extreme poverty is gradually leaving our society, so is the curse of illiteracy. Even a decade ago, the rate of girl children attending school was much lower. Inclusive education is showing good results in this regard. But now the education policy makers have to see that all children, urban or rural, avail quality education. Education has now become a commodity, and the children coming from the ricer section of society are having better education but the children of poorer parents, in villages to be precise, are not getting anything that can be termed as quality education. It is the government mostly that has to take responsibility of balanced development of education.

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