Is 'Education' the Most Undervalued Thing in Bangladesh?

Bangladesh is currently experiencing a wave of development, from the Rooppur Nuclear Project and the metro rail to the Karnaphuli Tunnel and the visible Padma Bridge. Amidst all this progress, it appears that education is being sidelined, almost as if it's the least important aspect. The COVID-19 pandemic serves as a striking example.

During the coronavirus pandemic, 40% to 45% of students lacked digital access, meaning they couldn't benefit from the internet. Despite the government's efforts, a significant number of children were unable to participate in remote learning programs conducted through television, the internet, community radio, and mobile phones. Additionally, the dropout rate has surged during this period.

For nearly one and a half years, all educational institutions in the country were closed due to the pandemic, even though everything else, including the garment industry, continued. The challenges faced by the education system during the closure have prompted discussions about the need for an educational recovery plan, a topic educators have been emphasizing for quite some time.

The real challenge lies in the fact that reduced income among rural communities due to the pandemic has hindered the education and livelihoods of their children. The closure of schools has made it difficult to monitor the correct number of at-risk students. 

Moreover, many teachers at the primary and even secondary level lack the necessary skills to effectively educate students. Consequently, it raises questions about the overall investment required to run the education system, the need for charismatic leaders, and the extent to which we have measured and addressed these concerns through various means of social communication. Educators are now initiating discussions on these issues.

The level of civility in a society or country is often determined by its educators. The more educated and dedicated teachers there are, the more civilized the country becomes. However, in our country, teachers are often considered among the most neglected in the list of underprivileged groups, right after farmers.

Recently, it was reported in the media that a Deputy Commissioner (DC) in Cumilla took three hours of classes at a school. It is worth noting that this gentleman initially secured a job in the education sector. Later, he prepared again and joined the administrative cadre through the Bangladesh Civil Service (Administration) exam, leaving his teaching career behind. While this individual found a good opportunity, most teachers have had bad luck. From primary to university level, almost all teachers are disheartened in their respective positions. And this has a profound impact on the overall education system.

According to the Global Knowledge Index, Bangladesh is ranked 112th out of 138 countries. In comparison, Vietnam ranks 66th, India 77th, Sri Lanka 87th, Bhutan 94th, Rwanda in Africa 99th, Ghana in Africa 101st, Nepal 110th, and Pakistan 111th, all ahead of Bangladesh.

UNESCO has stated that for a country to become developed, it must allocate at least 5% of its Gross Domestic Product (GDP) to education. However, in the fiscal year 2021-22, only 11.92% of the national budget, equivalent to 71,953 crore taka, was allocated to the education sector. This amounts to just 2.08% of the GDP, which means that only half of what the United Nations recommends has been allocated.

Even in the declaration of our great Liberation War, there was a clear call to engage the three revolutionary commitments and encourage the people to join the war. The proclamation of independence stated that independent Bangladesh would be based on equality, social justice, and human dignity. 

Furthermore, in the 1972 Constitution, the importance of universal human rights was underscored. Article 17(K) of our Constitution states, "The state shall adopt effective measures for the purpose of establishing a uniform, mass-oriented, and universal system of education." However, it was only in the years following the establishment of Bangladesh that this policy was actually implemented. Since then, various methods and systems of education have been introduced and so on.

Dr. Kamrul Hasan Mamun, a professor at Dhaka University, posted on his Facebook profile on the occasion of Teacher's Day. He wrote that Bangladesh is the only country where primary school teachers are classified as third-class government employees. Referring to someone as a third or fourth-class employee in the context of the state is considered derogatory. Yet, primary school teachers in Bangladesh are classified as such. He questioned how this can be seen as anything other than a disgrace. These same primary school teachers are responsible for educating young children who will shape the future of Bangladesh.

Dr. Mamun further compared the salaries of university-level professors in India to those in Bangladesh. In India, a university-level professor earns around 2.5 lakh taka (250,000 taka) per month, which is significantly higher than what their counterparts in Bangladesh receive. He highlighted the lower cost of living in Bangladesh compared to India and questioned the value placed on education and research in Bangladesh.

He also raised concerns about why many teachers resort to part-time teaching at private universities or coaching centers. He questioned whether teaching part-time at private institutions brings joy to teachers. He also pointed out that this situation extends to school and college teachers who often teach privately. He argued that unless these issues are addressed and resolved, the quality of education and teaching will continue to suffer in Bangladesh.

Educators say that education is the backbone of a nation, and an educated population is its strength. In India, to become a primary school teacher, certain educational qualifications, including a Master's degree, are required, and there is a minimum score that must be achieved in various subjects. This is called the qualification threshold. A primary school teacher in India receives a salary equivalent to that of a government secretary. As a result, talented, skilled, and highly qualified individuals aspire to become teachers, leading to quality education. 

However, in Bangladesh, the teaching profession lacks prestige. Those who cannot find other opportunities often turn to teaching. On the other hand, since independence, seven different education policies have been introduced. The government, under the leadership of a distinguished educator, embraced one of these education policies. But so far, no government has effectively implemented the policy they themselves adopted. This is a grave concern. Educators believe that until we overcome these challenges, the taste of true education will remain elusive.