quality education in bangladesh essay

• DOI: 10.38124/ijisrt20aug046
• Corpus ID: 225286563

A Review of Quality Education in Bangladesh

• S. M. Tazuddin
• Published 22 August 2020
• Journal of emerging technologies and innovative research

19 References

Quality teaching: means for its enhancement, factors affecting individual education demand at the entrance to university: adnan menderes university sample, the importance of quality in higher education in an increasingly knowledge-driven society, monitoring the opinions of parents of college students as a component of the institution's in-house education quality management system, statistical analysis of different socio economic factors affecting education of n-w.f.p (pakistan)., education in the new era, continuous improvement in business education: insights from the for-profit sector and business school deans., the quasi-markets in higher education: from the improbable perfectly competitive markets to the unavoidable state regulation, human deprivation index: a measure of multidimensional poverty, biennial report, related papers.

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Ensuring Quality Education to Achieve the Sustainable Development Goals (SDGs) in Bangladesh

Handbook of Research on Implications of Sustainable Development in Higher Education, IGI Global, (2023)

Posted: 7 Feb 2023

Shamim Hosen

Bangladesh Public Administration Training Centre

Md. Shafiul Islam

University of Rajshahi - Department of Public Administration

Date Written: February 1, 2023

Bangladesh's development paradigm would change visibly once the Sustainable Development Goals (SDGs) are implemented by 2030. Quality tertiary education can act as a catalyst for the country's economic and social development, enabling it to realize its full potential. By 2030, the entire national system will have undergone gradual modification to accommodate the “Development Junction.” Therefore, the main goal of this research is to identify the institutional and procedural barriers to ensuring quality tertiary education to fulfil the Sustainable Development Goals. Multiple primary data gathering techniques have been used in this study's mixed (qualitative and quantitative) approach. Again, in this study, both thematic and descriptive analyses were used. Finally, based on the findings, several recommendations have been put together for policy formation to ensure quality tertiary education in order to meet the Sustainable Development Goals.

Keywords: Quality Education, SDG, Bangladesh

Suggested Citation: Suggested Citation

Shamim Hosen (Contact Author)

Bangladesh public administration training centre ( email ).

Savar Dhaka, 1343 Bangladesh 01717563992 (Phone)

HOME PAGE: http://www.bpatc.gov.bd

University of Rajshahi - Department of Public Administration ( email )

Rajshahi Bangladesh

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Higher Education Systems and Institutions, Bangladesh

• Living reference work entry
• First Online: 26 June 2018
• Cite this living reference work entry

• Shakhawat Hossain Sarkar 3 &
• Syed Zabid Hossain 4  

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Bangladesh is one of the most thickly inhabited countries in the world, with its people packed into a delta of rivers that unified into the Bay of Bengal. It shares land borders with India (4142 km or 93.8 percent) and Myanmar (271 km or 6.14 percent) (CIA World Factbook, updated on January 20, 2018). It has achieved economic growth of 7.1 percent in 2017 and becomes one of the fastest growing economies. But, this economic growth will not sustain for long without substantial development of its human capital because “investment in human capital development plays a positive role in economic growth and that human capital is the driver of economic growth and development” (Psacharopoulos and Woodhall 1997 ). Thus, development of human capital through quality higher education and training is a must for Bangladesh if it wants to ensure sustainable development and growth of its economy. In this context, the present study strives to provide a brief scenario of higher education systems...

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Department of Accounting and Information Systems, Jatiya Kabi Kazi Nazrul Islam University, Mymensingh, Bangladesh

Shakhawat Hossain Sarkar

Department of Accounting and Information Systems, University of Rajshahi, Rajshahi, Bangladesh

Syed Zabid Hossain

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Correspondence to Shakhawat Hossain Sarkar .

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Division of Policy, Administration and Social Sciences Education, The University of Hong Kong, Pokfulam, Hong Kong

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Sarkar, S.H., Hossain, S.Z. (2018). Higher Education Systems and Institutions, Bangladesh. In: Encyclopedia of International Higher Education Systems and Institutions. Springer, Dordrecht. https://doi.org/10.1007/978-94-017-9553-1_499-1

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DOI : https://doi.org/10.1007/978-94-017-9553-1_499-1

Received : 03 June 2018

Accepted : 09 June 2018

Published : 26 June 2018

Publisher Name : Springer, Dordrecht

Print ISBN : 978-94-017-9553-1

Online ISBN : 978-94-017-9553-1

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Education system in Bangladesh needs to change

In Bangladesh, although primary education is free and the government provides the textbooks, more than 4.3 million children aged 6-15 years are not in school and around 42 million people – about 26 percent of the population – are still illiterate. Moreover, while our school enrolment rate is still high, the dropout rate is even higher. Data from the Bangladesh Bureau of Educational Information and Statistics show that, in 2020, the dropout rate was 17.2 percent at the primary level, 35.76 percent at the secondary level, and 21.16 percent at the higher secondary level. Most of these dropouts happen in rural areas. Because the quality of schools and standard of teaching there are poor, many parents feel reluctant to send their children to schools. They find the current education system to be of little use in practical life as neither textbooks nor the curriculum is relevant to their situation or match the requirements of the present job market.

 In the past few years, numerous experiments have been carried out in the name of modernising and updating our primary, secondary, and higher secondary education. Yet, the existing education curriculum is not aligned with industry needs. While schools/colleges across the globe are focusing more on soft skills such as team-building, problem-solving, critical thinking, communication, negotiation, decision-making, etc., our education system is still stuck in the past.

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Research suggests that our garments, real estate, telecommunication, information and technology sectors are facing severe shortage of skilled manpower. As a result, foreign workers are being hired. There is no specific data on outbound remittances, but industry insiders say that foreign nationals working in Bangladesh remit about USD 6 billion altogether every year to their countries.

Put education back on track

Bangladesh has a vision to become a developed nation by 2041 and to achieve that, we need skilled workers. But our education budget doesn't reflect the urgency of developing human resources. Our current expenditure on education is the lowest among South Asian countries. The country spends around 2 percent of its GDP on education, whereas India spends 4.6 percent, Afghanistan and Maldives 4.1 percent, Nepal 5.2 percent, and Bhutan spends 6.6 percent of their respective GDPs on education. Despite demands from experts to increase the allocation to between four to six percent of GDP, again we saw poor allocation for education in the national budget for FY2022-23.

The Unesco recommends spending six percent of GDP on the education sector. Bangladesh ranked 112th out of 138 countries in the Global Knowledge Index 2020. It has scored 35.9 – again the lowest among South Asian countries.

We all know that education is a major driving force of development in any modern society, and that the quality of workers is the central determining factor of economic progress. Therefore, it is important for Bangladesh to focus on improving the quality of its education – the kind of education that will help individuals acquire the knowledge and skills to meet all the needs of the jobs of today and tomorrow.

Politics of School Examinations

The government has recently been putting more emphasis on setting up technical schools and colleges in different upazilas. Undoubtedly, vocational training could be an important element for future development, and in reducing unemployment, inequality, and poverty. But our policymakers need to realise that if someone's basic education is weak, vocational training will hardly be of use to them. It is therefore necessary to redesign our primary, secondary, and higher secondary education. Pre-vocational education, information and communication technology (ICT) based education must be considered a priority area for inclusion and development from the secondary level (Class 9) to the higher secondary level (Class 12), to provide a foundation of basic skills and knowledge that will help students acquire technical skills, learn how to apply their knowledge, and use creativity in their work. Also, we should keep in mind that merely setting up technical schools and colleges is not enough. We need to ensure they have skilled teachers, lab facilities, safe and supportive learning environments and, more importantly, offer the most up‐to‐date technical, professional, and job‐oriented courses for young graduates.

 Some people in our country tend to see our large population as an asset. There is no denying the fact that the population of a country is the greatest social capital it can have. But as the saying goes, "People without education are like weapons without bullets." Research shows that, at present, about two-thirds of our total population is of working age, which means the country is going through a "demographic window of opportunity." To reap the benefits of this opportunity, our young people need to be trained properly so they can contribute to the development of the nation. Otherwise, Bangladesh may find it very difficult to achieve higher economic growth.

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আগামীকাল থেকে থাকছে না ব্যাংক থেকে টাকা তোলার সীমা

‘আগামীকাল থেকে গ্রাহকরা যেকোনো অংকের অর্থ উত্তোলন করতে পারবেন।’

‘পরিবেশ প্রশাসনকে আমলাতন্ত্র থেকে বের করে জনমুখী করা বড় চ্যালেঞ্জ’

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Challenges Of Quality Higher Education In Bangladesh

Education is one of the basic human needs and also a social capital. There are four tier of educational system exist in Bangladesh. Such as Primary, Secondary, Higher Secondary and Tertiary level. Tertiary education begins after the higher secondary level of education and known as higher education. Universities, Graduate colleges and post graduate colleges are included in the level of tertiary education or higher education. Higher education is one of the important parts of the education system. Which is regarded a very essential factor for any countries socio-economic, political, cultural and overall development. There are 137 Universities in Bangladesh. Out of which, 40 are public, 2 are international and the rest 95 are private(UGC). Number of universities is increasing day by day but the quality of higher education is not increasing compare to neighbor countries. In the ranking web of world universities July 2017- position of Bangladesh Agricultural University(BAU) is 2061 and BAU is the 1st position Bangladeshi University in the ranking. Position of Bangladesh university of Engineering & Technology (BUET) is 2134 and BUET is the 2nd position Bangladeshi university in the ranking. So, it is very necessary to identify different causes, obstacles and challenges for ensuring the quality of Higher education that hold back the quality of higher education.

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Quality of Education : How to Ensure it in Bangladesh Essay

Quality of Education: How to Ensure it in Bangladesh ( in Bengali শিক্ষার মান : কীভাবে বাংলাদেশে এটি নিশ্চিত করা যায় ) is a common topic in many competitive exams in Bangladesh. Today we will create a sample or essay for students. We suggest not memorising the essay but rather taking an idea and writing the essay later on by own language and style.

Table of Contents

Quality of Education: How to Ensure it in Bangladesh

Introduction:.

Bangladesh is one of the most densely populated countries in the world with about 160 million people within an area of 1,47,570 square kilometres. Her vast population is one of the major resources. But the problem lies in transforming the potential people into a productive force and ensuring a dynamic environment for social, economic and political development. Though the literacy rate is officially said to be 66% according to a private survey the rate is only 53.7%. Education, therefore, has been recognized as a priority sector by all governments since her independence.

The education system in Bangladesh is characterised by the co-existence of three separate streams. The mainstream happens to be a vernacular based secular education carried over the colonial past. There also exists a separate system of religious education. Finally, based on the use of English as the medium of instruction, another stream of education modelled after the British system has rapidly grown in metropolitan cities in Bangladesh.

Present Education System in Bangladesh:

The present education system of Bangladesh may be broadly divided into three major stages, such as-Primary, Secondary and Tertiary Education. Primary level institutions impart primary education basically, Junior secondary, secondary and higher secondary level institutions impart secondary education. Degree pass, degree honours, masters and other higher-level institutions or equivalent sections of other related institutions impart tertiary education.

The education system is operationally categorized into two streams; Primary education (Grade I-V) managed by the ministry of primary and mass education and the primary terminal examinations and ibtedayi terminal examination have been started. The government introduced the public examination for class V students in 2009. Only students of general schools sat for the exams last year. But this year (2010) the madrasah students are also taking the examination.

Another grade (V-VIII) Junior School Certificate (JSC) and Junior Dhakil Certificate (JDC) examination for class VIII students held across the country in the first week of November replacing the previous annual and junior scholarship exams. This examination was held under eight general education boards and madrasah board under the same question paper across the country with the participation of 19 lakh examinees.

It was decided that students will be admitted to class IX on the basis of the result of this examination and no separate examination will be held for admission in class IX.

During college admission, the results of JSC and equivalent along with the result of the SSC examination will be badly needed to justify their merit.

And, the post-primary stream of education is further classified into four types in terms of curriculum general education, madrasah education, technical vocational education and professional education.

1. General Education

(a) primary education:.

The first level of education is comprised of 5 years of formal schooling (.class/grades 1-V). Education, at this stage, normally begins at 6+ years of age up 11 years. Primary education is generally imparted in primary schools. Nevertheless, other types of institutions like Kindergartens and junior sections attached to English Medium Schools are also imparting it.

(b) Secondary Education:

The secondary level of education is comprised of 7 (3+2+ 2) years of formal schooling. The first three years (grades VI-VIII) is referred to us junior secondary while the last two years (grades XI-XII) is called higher secondary.

There is diversification of courses after three years of schooling in the junior secondary level. Vocational and technical courses are offered in vocational and trade institutions schools. Moreover, there are high schools where SSC (Vocational) courses have been introduced. In secondary education, there are three streams of courses as Humanities, Science and Business Education, which started from class IX, where the students are free to choose their courses of education.

The academic programme terminates at the end of class X when students are to appear at the public examination called S.S.C (Secondary School Certificates). The Board of Intermediate and Secondary Education (BISE) conducts the SSC examination.

Secondary education is designed to prepare the students to enter the higher secondary stage. The course is of two-year duration (XI-XII) which is being offered by intermediate section of degree or masters colleges.

(c) Tertiary Education

(i) college:.

The third stage of education is comprised of 2-6 years of formal schooling. The minimum requirement for admission to higher education is the Higher Secondary Certificate (HSC). HSC holders are qualified to enrol in 3-year degree pass courses while for honours, they may enrol in 4-year bachelors’ degree honour courses in degree-level colleges or in the Universities.

After successful completion of a pass/honours bachelors’ degree course, master’s degree courses are of one year for honours bachelor degree holders and 2 years for pass bachelor degree holders. For those aspiring to take up M. Phill and Ph. D courses in selected disciplines or areas of specialization, the duration is of 2 years for M. Phill and 3-4 years for Ph. D after completing master’s degree. Higher education is being offered in the universities and post HSC level colleges and institutes of diversified studies in professional, technical and other special types of education.

(ii) University:

There are 126 universities in Bangladesh. Out of these, 37 universities are in the public sector while the other 92 are in private sector universities. Out of 37 public sector universities, 35 universities provide regular classroom instruction facilities and services. Bangladesh Open University (BOU) conducts non-campus distance education programmes, especially in teacher education and offers Bachelor of Education (B.Ed) and Master of Education (M.Ed) degrees.

Bangladesh National University mainly functions as an affiliating university for degree and postgraduate degree level education at different colleges and institutions in different fields of study. After successful completion of the special courses, it conducts final examinations and awards degrees, diplomas and certificates to successful candidates. The degrees are B.A, BSS, BSc, BBS (pass and honours) MA, MSc, MSS, MBS and MFA. Moreover, this University also offers LLB and other degrees. Bangladesh National University offers part-time training to university teachers.

2. Madrasha Education:

The old scheme of madrasah education was introduced in 1870 with the establishment of Calcatta Madrasha. In madrassa education, one can leam Islamic religions as complementary to each other in the system of education. The madrasah education system has been continuing with some modifications according to the demand of the time, and many madrasahs grew up in this sub-continent.

(a) Primary Level or Ebtedayee Education:

This is equivalent to the primary level of general education. The first level of madrasah education consists of 5 years of schooling (grades I-V). Ebtedayee education is imparted in independent “Ebtedayee Madrashas” and Ebtedyace sections of Dhakil, Alim, Fazil and Kamil madrasas. It is also imparted in some Quami-Kharizi madrassas.

(b) Secondary Level:

The secondary level of madrasah education consists of 7 (5+2) years of formal schooling. There is diversification of courses after three years of schooling in secondary level of education from grade XI Alim stages. There is a stream of Courses such as humanities, science and business education, where students are free to choose their courses of study. Most of these madrasahs at this level provide co-education. However, there are some single-gender madrasahs in this level of madrasah education.

(e) Tertiary Level:

The Bangladesh Madrasha Education Board has the following functions as regards madrasah education: grant affiliation to different levels of madrasah from Ebtedayee to Kamil’s; prescribes syllabus and curriculum; conducts public examinations (Dhakil to Kamil) and Ebtedayee terminal examination and JDC. (Junior Dhakil Examination). Besides in the public system of madrasah education, there are a good number of private madrasah for the Muslim students, namely: Hafizia, Qiratia, Quami and Nizamiah.

3. Technical and Vocational Level:

The students whose interests are not strictly academic may find technical-vocational programmes more interesting more valuable for their future. Govt. tries to ensure that the course curriulum should be relevant to students, interest and aspiration while at the same time it should address the needs of the job market.

(a) Primary Level:

There is no technical-vocational institution in primary level education. Ebtedayee in the first level (primary level) of madrasah education has no scope for technical-vocational education.

Vocational courses start from the secondary level. The certificate courses prepare skilled workers in different vocations starting ninth grade after completion of three years of schooling in secondary school. Recently 2 years duration vocational courses have been introduced at the higher secondary level in government-managed vocational training institutes.

Diploma courses prepare the Diploma Engineers at the polytechnic institutes. There is a technical education board called Bangladesh Technical Education Board (BTEB). It conducts examinations of the students completing different courses in different vocational and technical education and awards certificates to the successful candidates.

Conclusion:

Above all, the government of Bangladesh gives emphasis on the quality of education. The primary and Ebtedayee examinations had been started to standardise the education system. Junior School Certificate (JSC) and Junior Dhakil Certificate (JDC) (grade VI-VIII) have been started this year. And, every government is sympathetic towards implementing better education policy and a large portion of the budget is allocated to education.

• Globalization and our Culture [ বিশ্বায়ন ও আমাদের সংস্কৃতি ]

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