Research on formal and non-formal schools
There is no denying the fact that the scope and presence of educational research prove to be relatively scant and low in Bangladesh. To face the upcoming challenges of the 21st century evidence based policies need to be implemented. In BRAC’s research history though 150 researches has been conducted mostly on quantitative, qualitative research occupied significant scope. This book offers five collective studies on primary education using the latter methodologies. Sixteen government primary schools and three registered non-government, four non-formal and madarashas have been brought under this collective study. Research and Evaluation Division of BRAC is unique in integrating the expertise of the disciplines of philosophy, sociology, psychology, anthropology and economics. In consequence this volume has examined the issues of rural education from a multidisciplinary perspective. The five research papers in this volume have closely examined issues of the quality of primary education in Bangladesh with reference to teaching and learning strategies, cognitive styles, school management and their achievements in comparison with primary school children educated entirely in government schools. It received the touch of professional researchers to find out, enter deep into the issues of educational problems and finding out the ways to be addressed quite professionally having the strength of offering scope to the total population of education.
Chapter one, three and four are extremely relevant and should help increase the understanding of those who know very little about BRAC schools, the comparison between non-formal and formal schools, the constraints of non-formal schools, some of their success stories despite problems and some chronic and common ills in the government primary schools . One of the strengths is that the research examined the success of any innovation side by side the identification of reasons of failure. The community people join in different phases of school development of the non-formal schools. A person’s interest in winning the government election influenced him in establishing the Bandarban school. None of the teachers, SMC members and the parents of Dhaka school know much about the history of the school. This signifies alienating the community in a metropolitan city from the school and an opposite situation lies in the rural areas. At the initial stage the people in the communities who are interested in education play important role in publicizing the schools and asking the parents to send their children to those schools.
The second paper of this collection of books by Hossain and his colleagues is based on a study done after a decade of the first one. As part of investigation the quality of primary education, the classroom teaching learning process was observed. Although government primary school, registered non-government primary school and BRAC non-formal primary school were considered in the study, the researchers also observed the culture in ebtedayee madrasas. Two schools from each type were selected from one upazila after consulting with the respective authorities. The multifarious dimensions or the primary education splitting can find a collective proof in this collection.
Aiming to know why some primary schools are providing quality education despite the well documented constraints they face, this paper investigated six mainstream primary schools selected by a team in the directorate of primary education. Attempts were made to draw on anthropological and ethnographic research traditions to achieve original insights into the schools. Six standalone case studies were prepared on them which are presented here as a cross-case analysis. The findings reveal that these schools were promoted by their higher authorities including providing head teachers with leadership quality, additional financial support and adequate number teachers which made these quality educational institutions. Annual school plan, regularity of staff and regular SMC meetings and teachers’ accountability to SMC were found as significant features of the government schools. Classroom performance of the teachers was excellent. The government schools under study received additional support from their higher authorities, besides they had their own income source. The government school enjoyed certain autonomy in financial matters and temporary staff recruitment.
Unlike the formal schools, there was no school managing committee for BRAC non-formal primary schools; however, a seven-member parent’s committee existed for each of the learning centers. Only the parents of the learners of a particular centre are eligible to become members of the committee for that center. There was no regular forum meeting of these committees. However, each member visited the respective center once a week. It is the responsibility of the committees to organize the parents’ teacher meeting once a month separately for each center. This portion reflects how non-formal schools are run.
The study was accomplished based on the team work of seven researchers, two principal researchers and five junior researchers. The principal researchers were trained in anthropology, education research and statistics. Both have previous experience in preparing school case studies. The junior researchers were educated in anthropology. They also had some knowledge and experience in ethnographic fieldwork in educational research. Four of the junior researchers were assigned to four study schools for fieldwork. They were stationed in places near the schools. The remaining one was responsible for overall coordination of fieldwork. Rapport building, introducing themselves to the communities and knowing the people took about three weeks of fieldwork. The impending education researchers can find a good amount of food to conduct an authentic and professional research.
The teachers whose classes were observed knew that punishment does not promote learning; even then they were seen scolding and beating the young learners. The researchers found out the flexible and weak assessment system of the teachers. Their own weakness and giving additional scores to the undeserving students were discerned. Each school put emphasis on administrative work rather than academic supervision which contributes to poor performing results of the students. These significant findings will show the ways to those who really want to better the slippery situation of primary education of the country.
Md. Masum Billah
Progrma Manager: BRAC Education Program
Cell: 01714-091431
Sunday, March 20, 2011
Wednesday, March 2, 2011
Secondary Education Scenario
The present secondary education scenario
It is true that education sector has received significant importance from the government under the able guidance of Nurul Islam Nahid, the minister for education. Still many flows have been discerned in this sector which tends to threaten the smooth running of this field. Several alarming figures in the secondary level education of the country appeared in different English and Bengali dailies leading me to put my comments on the issue. The shortage of teachers, assistant headmasters, headmasters and education administrative posts registers significant flaws in the secondary education sector of the country. The Secretary General of Assistant Teachers’ Association, Mujibur Rahman said, “Teachers are under immense pressure as they have to take double classes in the schools where double shift has been introduced.” He also said that many posts of headmasters have been served by assistant teachers and many administrative posts have been remaining vacant since long. There are 172 administrative posts at the secondary education administration of those 126 are lying vacant. Without any doubt these figures show us that a horrible situation this sector at present experiences which we expect to address immediately in the greater interest of the nation. More horrible picture goes when we learn that there are nine regional offices of secondary education in the country and only five of those have deputy directors. The five deputy directors are appointed on deputation. There is no officer in 18 posts of inspectors of schools while other 18 posts of assistant inspectors of schools are also lying vacant.
Sources said the secondary level administrative posts are fulfilled by college teachers. School teachers are demanding to appoint school teachers to the posts. Director General of secondary and Higher education comes from college. “The government should bring secondary education under an independent directorate to solve its problems.” –the government secondary school teachers have been demanding it for long. The newspaper news says that the government explains that competent candidates are not available in the secondary level which compels the government to bring Director General, Director of secondary education from the colleges. It has some merits that they are competent enough as well as they have face value and reputation. But the secondary level education contexts may not be well known to them. The people in the secondary level are quite aware of the problems, difficulties and addressing ways. If they can occupy the administrative positions, the secondary education field will see quick movement here. In that case, the competent and potential teachers must be selected and if necessary, they can be sent abroad for higher level training. The government has been doing a lot but taking bribes and corruption in the Directorate of Secondary and Higher Education have been going on as usual. Teachers are to face a fish out of water situation whenever they come to DG for getting any kind of work done. No MPO is possible without giving bribes. When this anomaly reigns in the DG office at Abdul Gani road, what is the necessity of appointing DGs, Director and other administrative officials from the college? Question also arises when the head teachers will be appointed to these posts will the DG office get rid of bribes and corruption? These positions must be based on absolutely merit and performance. Political consideration must not be give nay priority in the greater interest of the nation. It is well known to us what the students do in the university or college campus who are involved in politics. When these people are seated on a responsible chair, they cannot think of anything else other than doing party politics which leads this sector to ruination.
Secondary teachers’ association leaders informed that 300-500 more posts will be vacant soon after the recruitment of new assistant teachers as a good number of teachers will go for retirement within next two months. 225 government secondary schools out of 317 are being run either by assistant teachers or assistant headmasters. Only 92 schools have full-fledged headmasters. 95 have regular assistant headmasters while 365 acting assistant headmasters are in the rank of assistant teachers. Currently 2250 posts of assistant teachers are lying vacant. Process of recruiting 1968 teachers against the vacant posts is going on. In spite of the recruitment, 250 more posts will remain vacant. DSHE sources said that post of assistant headmasters are 446. The number has been increased to 528 as double shift has been introduced in 82 schools across the country. When government secondary schools witness these pitiable situation, how unfathomable the gravity of this situation is in the non-government secondary schools can just be imagined. So, the government has no room to be complacent at all. The government has to go thousands of miles if we really want to build future leaders and worthy citizens in the country.
A piece of good news in the newspaper also drew my attention. It says that the government is going to establish 10 new educational institutions in the city of Dhaka in a bid to ease the burden of admission pressure. Five secondary and another five higher secondary educational institutions are going to be established at the cost of Tk 435 crore .The construction work will be completed by 2014. In the first week of March the first school will be started at Hazaribag, Kalunagar. The rest, Rajmushri under Hazribag thana will see anther higher secondary school, Dakshinkhan under Uttara thana will receive one secondary and another higher secondary educational institution. Duripara under Mirpur thana will get one secondary another higher secondary institution , Mohammadpur thana will see one higher secondary , Rajarbagh under Sabujbagh thana will get two secondary schools and higher secondary school. Education secretary Kamal Abdul Naser said in a bid to ease the burden of mad competition for admission these institutions are going to be established. ( Prothom Alo February 2011). According to the number of population in the city of Dhaka, the number of quality educational institutions proves extremely scant. The private sectors are vying to establish more educational institutions mostly with commercial aspects ignoring quality. Serious government intervention in this field is greatly expected. Engaging quality teachers, ensuring quality education, saluting commercialization of education and training and research of teachers must be given topmost priority along with reasonable salaries of the teachers. Nationalization of education also calls for active and deep attention of the government. Avoiding political colour to appoint teachers and annihilating the political influence in running of the schools and colleges of the country must be wiped out once and for all. Newspaper and electronic media appear before us with very horrible and pitiable news items that the principals and headmasters of different parts of the country are maltreated and manhandled by the local political petty leaders. The government cannot afford to close its eyes putting false blame on the teaching community. Swooping on the teachers or principals or headmasters or misbehaving with them on political grounds means slapping the conscience of the whole nation. Under any pretext the government should allow it to happen.
Masum Billah
Program Manager: BRAC Education Program
Cell: 01714-091431
Email: mmbillah2000@yahoo.com
It is true that education sector has received significant importance from the government under the able guidance of Nurul Islam Nahid, the minister for education. Still many flows have been discerned in this sector which tends to threaten the smooth running of this field. Several alarming figures in the secondary level education of the country appeared in different English and Bengali dailies leading me to put my comments on the issue. The shortage of teachers, assistant headmasters, headmasters and education administrative posts registers significant flaws in the secondary education sector of the country. The Secretary General of Assistant Teachers’ Association, Mujibur Rahman said, “Teachers are under immense pressure as they have to take double classes in the schools where double shift has been introduced.” He also said that many posts of headmasters have been served by assistant teachers and many administrative posts have been remaining vacant since long. There are 172 administrative posts at the secondary education administration of those 126 are lying vacant. Without any doubt these figures show us that a horrible situation this sector at present experiences which we expect to address immediately in the greater interest of the nation. More horrible picture goes when we learn that there are nine regional offices of secondary education in the country and only five of those have deputy directors. The five deputy directors are appointed on deputation. There is no officer in 18 posts of inspectors of schools while other 18 posts of assistant inspectors of schools are also lying vacant.
Sources said the secondary level administrative posts are fulfilled by college teachers. School teachers are demanding to appoint school teachers to the posts. Director General of secondary and Higher education comes from college. “The government should bring secondary education under an independent directorate to solve its problems.” –the government secondary school teachers have been demanding it for long. The newspaper news says that the government explains that competent candidates are not available in the secondary level which compels the government to bring Director General, Director of secondary education from the colleges. It has some merits that they are competent enough as well as they have face value and reputation. But the secondary level education contexts may not be well known to them. The people in the secondary level are quite aware of the problems, difficulties and addressing ways. If they can occupy the administrative positions, the secondary education field will see quick movement here. In that case, the competent and potential teachers must be selected and if necessary, they can be sent abroad for higher level training. The government has been doing a lot but taking bribes and corruption in the Directorate of Secondary and Higher Education have been going on as usual. Teachers are to face a fish out of water situation whenever they come to DG for getting any kind of work done. No MPO is possible without giving bribes. When this anomaly reigns in the DG office at Abdul Gani road, what is the necessity of appointing DGs, Director and other administrative officials from the college? Question also arises when the head teachers will be appointed to these posts will the DG office get rid of bribes and corruption? These positions must be based on absolutely merit and performance. Political consideration must not be give nay priority in the greater interest of the nation. It is well known to us what the students do in the university or college campus who are involved in politics. When these people are seated on a responsible chair, they cannot think of anything else other than doing party politics which leads this sector to ruination.
Secondary teachers’ association leaders informed that 300-500 more posts will be vacant soon after the recruitment of new assistant teachers as a good number of teachers will go for retirement within next two months. 225 government secondary schools out of 317 are being run either by assistant teachers or assistant headmasters. Only 92 schools have full-fledged headmasters. 95 have regular assistant headmasters while 365 acting assistant headmasters are in the rank of assistant teachers. Currently 2250 posts of assistant teachers are lying vacant. Process of recruiting 1968 teachers against the vacant posts is going on. In spite of the recruitment, 250 more posts will remain vacant. DSHE sources said that post of assistant headmasters are 446. The number has been increased to 528 as double shift has been introduced in 82 schools across the country. When government secondary schools witness these pitiable situation, how unfathomable the gravity of this situation is in the non-government secondary schools can just be imagined. So, the government has no room to be complacent at all. The government has to go thousands of miles if we really want to build future leaders and worthy citizens in the country.
A piece of good news in the newspaper also drew my attention. It says that the government is going to establish 10 new educational institutions in the city of Dhaka in a bid to ease the burden of admission pressure. Five secondary and another five higher secondary educational institutions are going to be established at the cost of Tk 435 crore .The construction work will be completed by 2014. In the first week of March the first school will be started at Hazaribag, Kalunagar. The rest, Rajmushri under Hazribag thana will see anther higher secondary school, Dakshinkhan under Uttara thana will receive one secondary and another higher secondary educational institution. Duripara under Mirpur thana will get one secondary another higher secondary institution , Mohammadpur thana will see one higher secondary , Rajarbagh under Sabujbagh thana will get two secondary schools and higher secondary school. Education secretary Kamal Abdul Naser said in a bid to ease the burden of mad competition for admission these institutions are going to be established. ( Prothom Alo February 2011). According to the number of population in the city of Dhaka, the number of quality educational institutions proves extremely scant. The private sectors are vying to establish more educational institutions mostly with commercial aspects ignoring quality. Serious government intervention in this field is greatly expected. Engaging quality teachers, ensuring quality education, saluting commercialization of education and training and research of teachers must be given topmost priority along with reasonable salaries of the teachers. Nationalization of education also calls for active and deep attention of the government. Avoiding political colour to appoint teachers and annihilating the political influence in running of the schools and colleges of the country must be wiped out once and for all. Newspaper and electronic media appear before us with very horrible and pitiable news items that the principals and headmasters of different parts of the country are maltreated and manhandled by the local political petty leaders. The government cannot afford to close its eyes putting false blame on the teaching community. Swooping on the teachers or principals or headmasters or misbehaving with them on political grounds means slapping the conscience of the whole nation. Under any pretext the government should allow it to happen.
Masum Billah
Program Manager: BRAC Education Program
Cell: 01714-091431
Email: mmbillah2000@yahoo.com
Tuesday, March 1, 2011
Secondary Education Scenario
The present secondary education scenario
It is true that education sector has received significant importance from the government under the able guidance of Nurul Islam Nahid, the minister for education. Still many flows have been discerned in this sector which tends to threaten the smooth running of this field. Several alarming figures in the secondary level education of the country appeared in different English and Bengali dailies leading me to put my comments on the issue. The shortage of teachers, assistant headmasters, headmasters and education administrative posts registers significant flaws in the secondary education sector of the country. The Secretary General of Assistant Teachers’ Association, Mujibur Rahman said, “Teachers are under immense pressure as they have to take double classes in the schools where double shift has been introduced.” He also said that many posts of headmasters have been served by assistant teachers and many administrative posts have been remaining vacant since long. There are 172 administrative posts at the secondary education administration of those 126 are lying vacant. Without any doubt these figures show us that a horrible situation this sector at present experiences which we expect to address immediately in the greater interest of the nation. More horrible picture goes when we learn that there are nine regional offices of secondary education in the country and only five of those have deputy directors. The five deputy directors are appointed on deputation. There is no officer in 18 posts of inspectors of schools while other 18 posts of assistant inspectors of schools are also lying vacant.
Sources said the secondary level administrative posts are fulfilled by college teachers. School teachers are demanding to appoint school teachers to the posts. Director General of secondary and Higher education comes from college. “The government should bring secondary education under an independent directorate to solve its problems.” –the government secondary school teachers have been demanding it for long. The newspaper news says that the government explains that competent candidates are not available in the secondary level which compels the government to bring Director General, Director of secondary education from the colleges. It has some merits that they are competent enough as well as they have face value and reputation. But the secondary level education contexts may not be well known to them. The people in the secondary level are quite aware of the problems, difficulties and addressing ways. If they can occupy the administrative positions, the secondary education field will see quick movement here. In that case, the competent and potential teachers must be selected and if necessary, they can be sent abroad for higher level training. The government has been doing a lot but taking bribes and corruption in the Directorate of Secondary and Higher Education have been going on as usual. Teachers are to face a fish out of water situation whenever they come to DG for getting any kind of work done. No MPO is possible without giving bribes. When this anomaly reigns in the DG office at Abdul Gani road, what is the necessity of appointing DGs, Director and other administrative officials from the college? Question also arises when the head teachers will be appointed to these posts will the DG office get rid of bribes and corruption? These positions must be based on absolutely merit and performance. Political consideration must not be give nay priority in the greater interest of the nation. It is well known to us what the students do in the university or college campus who are involved in politics. When these people are seated on a responsible chair, they cannot think of anything else other than doing party politics which leads this sector to ruination.
Secondary teachers’ association leaders informed that 300-500 more posts will be vacant soon after the recruitment of new assistant teachers as a good number of teachers will go for retirement within next two months. 225 government secondary schools out of 317 are being run either by assistant teachers or assistant headmasters. Only 92 schools have full-fledged headmasters. 95 have regular assistant headmasters while 365 acting assistant headmasters are in the rank of assistant teachers. Currently 2250 posts of assistant teachers are lying vacant. Process of recruiting 1968 teachers against the vacant posts is going on. In spite of the recruitment, 250 more posts will remain vacant. DSHE sources said that post of assistant headmasters are 446. The number has been increased to 528 as double shift has been introduced in 82 schools across the country. When government secondary schools witness these pitiable situation, how unfathomable the gravity of this situation is in the non-government secondary schools can just be imagined. So, the government has no room to be complacent at all. The government has to go thousands of miles if we really want to build future leaders and worthy citizens in the country.
A piece of good news in the newspaper also drew my attention. It says that the government is going to establish 10 new educational institutions in the city of Dhaka in a bid to ease the burden of admission pressure. Five secondary and another five higher secondary educational institutions are going to be established at the cost of Tk 435 crore .The construction work will be completed by 2014. In the first week of March the first school will be started at Hazaribag, Kalunagar. The rest, Rajmushri under Hazribag thana will see anther higher secondary school, Dakshinkhan under Uttara thana will receive one secondary and another higher secondary educational institution. Duripara under Mirpur thana will get one secondary another higher secondary institution , Mohammadpur thana will see one higher secondary , Rajarbagh under Sabujbagh thana will get two secondary schools and higher secondary school. Education secretary Kamal Abdul Naser said in a bid to ease the burden of mad competition for admission these institutions are going to be established. ( Prothom Alo February 2011). According to the number of population in the city of Dhaka, the number of quality educational institutions proves extremely scant. The private sectors are vying to establish more educational institutions mostly with commercial aspects ignoring quality. Serious government intervention in this field is greatly expected. Engaging quality teachers, ensuring quality education, saluting commercialization of education and training and research of teachers must be given topmost priority along with reasonable salaries of the teachers. Nationalization of education also calls for active and deep attention of the government. Avoiding political colour to appoint teachers and annihilating the political influence in running of the schools and colleges of the country must be wiped out once and for all. Newspaper and electronic media appear before us with very horrible and pitiable news items that the principals and headmasters of different parts of the country are maltreated and manhandled by the local political petty leaders. The government cannot afford to close its eyes putting false blame on the teaching community. Swooping on the teachers or principals or headmasters or misbehaving with them on political grounds means slapping the conscience of the whole nation. Under any pretext the government should allow it to happen.
Masum Billah
Program Manager: BRAC Education Program
Cell: 01714-091431
Email: mmbillah2000@yahoo.com
It is true that education sector has received significant importance from the government under the able guidance of Nurul Islam Nahid, the minister for education. Still many flows have been discerned in this sector which tends to threaten the smooth running of this field. Several alarming figures in the secondary level education of the country appeared in different English and Bengali dailies leading me to put my comments on the issue. The shortage of teachers, assistant headmasters, headmasters and education administrative posts registers significant flaws in the secondary education sector of the country. The Secretary General of Assistant Teachers’ Association, Mujibur Rahman said, “Teachers are under immense pressure as they have to take double classes in the schools where double shift has been introduced.” He also said that many posts of headmasters have been served by assistant teachers and many administrative posts have been remaining vacant since long. There are 172 administrative posts at the secondary education administration of those 126 are lying vacant. Without any doubt these figures show us that a horrible situation this sector at present experiences which we expect to address immediately in the greater interest of the nation. More horrible picture goes when we learn that there are nine regional offices of secondary education in the country and only five of those have deputy directors. The five deputy directors are appointed on deputation. There is no officer in 18 posts of inspectors of schools while other 18 posts of assistant inspectors of schools are also lying vacant.
Sources said the secondary level administrative posts are fulfilled by college teachers. School teachers are demanding to appoint school teachers to the posts. Director General of secondary and Higher education comes from college. “The government should bring secondary education under an independent directorate to solve its problems.” –the government secondary school teachers have been demanding it for long. The newspaper news says that the government explains that competent candidates are not available in the secondary level which compels the government to bring Director General, Director of secondary education from the colleges. It has some merits that they are competent enough as well as they have face value and reputation. But the secondary level education contexts may not be well known to them. The people in the secondary level are quite aware of the problems, difficulties and addressing ways. If they can occupy the administrative positions, the secondary education field will see quick movement here. In that case, the competent and potential teachers must be selected and if necessary, they can be sent abroad for higher level training. The government has been doing a lot but taking bribes and corruption in the Directorate of Secondary and Higher Education have been going on as usual. Teachers are to face a fish out of water situation whenever they come to DG for getting any kind of work done. No MPO is possible without giving bribes. When this anomaly reigns in the DG office at Abdul Gani road, what is the necessity of appointing DGs, Director and other administrative officials from the college? Question also arises when the head teachers will be appointed to these posts will the DG office get rid of bribes and corruption? These positions must be based on absolutely merit and performance. Political consideration must not be give nay priority in the greater interest of the nation. It is well known to us what the students do in the university or college campus who are involved in politics. When these people are seated on a responsible chair, they cannot think of anything else other than doing party politics which leads this sector to ruination.
Secondary teachers’ association leaders informed that 300-500 more posts will be vacant soon after the recruitment of new assistant teachers as a good number of teachers will go for retirement within next two months. 225 government secondary schools out of 317 are being run either by assistant teachers or assistant headmasters. Only 92 schools have full-fledged headmasters. 95 have regular assistant headmasters while 365 acting assistant headmasters are in the rank of assistant teachers. Currently 2250 posts of assistant teachers are lying vacant. Process of recruiting 1968 teachers against the vacant posts is going on. In spite of the recruitment, 250 more posts will remain vacant. DSHE sources said that post of assistant headmasters are 446. The number has been increased to 528 as double shift has been introduced in 82 schools across the country. When government secondary schools witness these pitiable situation, how unfathomable the gravity of this situation is in the non-government secondary schools can just be imagined. So, the government has no room to be complacent at all. The government has to go thousands of miles if we really want to build future leaders and worthy citizens in the country.
A piece of good news in the newspaper also drew my attention. It says that the government is going to establish 10 new educational institutions in the city of Dhaka in a bid to ease the burden of admission pressure. Five secondary and another five higher secondary educational institutions are going to be established at the cost of Tk 435 crore .The construction work will be completed by 2014. In the first week of March the first school will be started at Hazaribag, Kalunagar. The rest, Rajmushri under Hazribag thana will see anther higher secondary school, Dakshinkhan under Uttara thana will receive one secondary and another higher secondary educational institution. Duripara under Mirpur thana will get one secondary another higher secondary institution , Mohammadpur thana will see one higher secondary , Rajarbagh under Sabujbagh thana will get two secondary schools and higher secondary school. Education secretary Kamal Abdul Naser said in a bid to ease the burden of mad competition for admission these institutions are going to be established. ( Prothom Alo February 2011). According to the number of population in the city of Dhaka, the number of quality educational institutions proves extremely scant. The private sectors are vying to establish more educational institutions mostly with commercial aspects ignoring quality. Serious government intervention in this field is greatly expected. Engaging quality teachers, ensuring quality education, saluting commercialization of education and training and research of teachers must be given topmost priority along with reasonable salaries of the teachers. Nationalization of education also calls for active and deep attention of the government. Avoiding political colour to appoint teachers and annihilating the political influence in running of the schools and colleges of the country must be wiped out once and for all. Newspaper and electronic media appear before us with very horrible and pitiable news items that the principals and headmasters of different parts of the country are maltreated and manhandled by the local political petty leaders. The government cannot afford to close its eyes putting false blame on the teaching community. Swooping on the teachers or principals or headmasters or misbehaving with them on political grounds means slapping the conscience of the whole nation. Under any pretext the government should allow it to happen.
Masum Billah
Program Manager: BRAC Education Program
Cell: 01714-091431
Email: mmbillah2000@yahoo.com
Subscribe to:
Posts (Atom)
