(Education-Hope- Reality-New hope)

Book Review (Education-Hope- Reality-New hope)
As I taught in civil and military colleges(cadet colleges) of Bangladesh and my present position assigns me to work with and for the secondary school teachers, any kind of writing or publication regarding education draws my attention more than anything else. The publication of the book titled ‘ Education- Hope Reality and New hope’ by Samir Ranjan Nath, a known figure in the world of Education research in Bangladesh easily attracted me and it received my reading more than once. The information reflected in the book seems very relevant, necessary and fruitful for those who work for education. Now I feel constrained to let the people know the messages of the book that has led me to review it. The book at the very outset reveals the fact that we are still lagging behind the race of education comparing to our neigbouring countries. A massive race of education is supposed to start in our country of gigantic population but it has not happened till today. The writer has aptly identified the lack of necessary infrastructure and political causes responsible for this backwardness. One example proves the truth that few recommendations have so far been materialized since 1947 though fourteen education commissions were formed. Definitively the writer has caught the point that to develop this grand education policy, extensive education research, writing and media coverage are absolutely necessary but they prove to be very scant comparing its magnanimity. Fifteen articles/essays have been included in this book which can be divided into primary, secondary and higher education related essays.
The writer has touched a very sensitive point. Different tables and sections and subsections of our constitution have been revised several times but the sections related to education have so far not been changed highlighting the grim fact of authorities sheer less attention and attaching little importance to education. 17(A) section of our constitution says that the state will ensure popular education and universal education for all boys and girls. In 1990 the law of compulsory primary education was introduced but when will it be completed has not been mentioned clearly. Millennium Development Goals have been fixed by UNO at the beginning of the 2000 with a view to fulfilling the targets by 2015. Health, education, social and economic development factors have been placed. By 2015 both boys and girls will complete their primary education and women empowerment to bring equality between boys an girls. ( p-3) First grand conference was held at Jomtein, Thailand in 1990 and then again in 2000 at Dakar, Senegal focusing on the implementation of fundamental education. The book has rightly pointed out that our constitution and the MDG goals fix up the target regarding education. Only the difference is our constitution did not fix up the date of achievement but MDG fixed it to reach by 2015.
The book bears some important data and information of our education scene which will stand in good stead to the education researchers as well as education managers. Our primary education was nationalized in 1974 but no pragmatic steps has been taken to ensure its quality. It is true that after Jometien conference a new inspiration on education for all was created. (p-5)Progress made in primary education, children aged from 6-10 years 87% go to school, in 1990 this rate was 60%. In secondary level admission rate increased one and a half time in the last seven years. Drop out rate decreased, primary education cycle rate increased, three-fourths students who enroll in primary education complete primary cycle. In primary and secondary levels the enrolment rate of boys and girls shows Bangladesh’s position next to Sri Lanka. The books focuses on political will of the government regarding education, history of education in our country, education situation in our constitution. A comparative situation of both primary and secondary education of present time and the past identifying the problems still plaguing our educational arena. Indigenous children’s necessity, teacher development program and directing a way to address the problems have been pushed into the book. There are 45 kinds of indigenous people in Bangladesh who live in 9388 villages and they constitute 1.6 percent of total population. Though we achieved the participation of primary school children 77 percent, indigenous children’s rate is 57% in 1988. 2005 the difference rate is 7. (p-14).

It also reflects the non-formal primary education system of BRAC which is of one room school and one teacher. Brac started non-formal primary education since 1985. It follows the NCTB syllabus but the mode of operation is different from other institutions of the country .The number of learners is 33 of whom two thirds are girls. One Programme Organizer looks after 12-14 schools. Students complete the five years primary education in four years narrowing the number of holidays and the contact hour is greater everyday. 70percent learners are of the first learners’ family. Brac started primary education for indigenous children in 2003. Now there are 2250 schools where 33 kinds of indigenous children study . (p-17)At present BRAC runs 2205 indigenous schools with 2915 teachers. In 66 schools there are two teachers. About 57, 645 students study here. P20)
The country has seen two developments in the field of education. One is the increased rate of admission and the equality between boys and girls. Compulsory primary education was started in 1898 in England but in our country it started in 1990 meaning we have been lagging behind one hundred years in this race. One crore and eighty lakh students are eligible for receiving primary education every year. But thirteen percent still remain beyond primary education that means more than 23 lakh students get deprived of primary education. After making the primary education compulsory we cannot ensure their participation even after 17 years. Those who enter the primary education half of them drop out of the school due to various socio-economic condition.
On an average 60% students remain present in the class. If all the students would remain present classes cannot accommodate them. 40% children complete primary education without studying. Those who complete only 2% acquire all the qualities and skills determined by the government. Two-thirds children remain unlettered or pre-lettered. Those who enroll in class six, 30% of them pass in the examination taken at the beginning. Those who enroll in class six, one-fifth pass the SSC. Serious discrimination lies in respect of village and town, male and female, financial condition of the family typed of school etc.
Classroom is the weakest area. Just one-way teaching is delivered here. Whether, students understand or not are hardly evaluated. Students are not encouraged to ask questions, if they ask answers are hardly responded. Most teachers show inability to teach hard subjects like English and Mathematics. They don’t have clear and transparent idea about these subjects but they teach without ensuring any benefit for the students. Head teachers cannot dedicate themselves to the interest of education because of their otherwise commitment and business. The chronic problems lying in our education sector drew the attention of the writer which he has reflected in the book for sensitizing all concerned and taking step necessary for its amelioration. (p-9).
A huge number of primary teachers need to be trained but only 54 Primary Training Institutes cannot bring all the teachers under training. After receiving training once, they need refreshers also but no such provision is available which calls for serous attention from the government in general and the Ministry of Education in Particular. The writer has proposed a good thing that is banning C-in- Ed and B.Ed and M.Ed courses should not be confined only to Teachers Training Colleges. It should be opened in general colleges. If it is done the colleges will be able to feed and fill up the gaps of secondary level teachers as this sector seriously suffers from the lack of trained teachers. When schools will recruit trained teachers, they need not spend ten months to receive B.Ed training hampering the normal activities of the school. Only short refreshers can be introduced in that case.
The writer has pinpointed the cause that the teachers and students were never seen to demonstrate for the right to create opportunities for research in higher educational institutions. It is often seen that if any institution wants to conduct a research it cannot depend on the department and so gives the responsibility to a particular teacher. Teachers also become pleased to have the responsibility and work as a consultant. As a result the department of the university cannot be centre of research and students are getting deprived of the works of research. The promotion of teachers in university should be based on how many research works have been published in the international journal. But teachers are promoted on the basis of their political leanings instead. This culture must be abolished once and for all in the greater interest of the nation. As the book touches all tiers of education, I think teachers of all levels can derive practical benefit from it when read.

Md. Masum Billah
Programme Manager: BRAC Education Programme, PACE
Cell: 01714-091431
9355253(res)
Email: mmbillah2000@yahoo.com, mmbillah@dhaka.net