Secondary school teachers conduct classes in colleges
With a view to addressing the increasing crisis of admission into intermediate level the government turned ten government schools into colleges and this process was started in 2007 as a huge number of students passed the SSC examination that year. Firstly, Dhanmondi Government High School, Motijheel Government Boys’ High School and Sher-e-Banglanagar Boys’ High School introduced intermediate class. Again in 2008 Khilgaon Government High School and Sher-e-Banglanagar Girls’ High School were turned into colleges reaching the number five. Another five schools have been upgraded to colleges outside Dhaka . They are Chittagong Collegiate School, Rajshahi Collegiate School, Sylhet Augragami Girls’ School, Khulna Zilla School and Barisal Zilla School . The decision in one sense was wise indeed. But its hastiness without giving subsequent thoughts and its present inertia regarding the next course of action in these institutions to offer quality education have exerted a negative impact on the studies in these newly turned colleges. 1500 students have already passed the HSC examinations from these institutions in the last two years facing some basic problems.
Usually, specialized subject based teachers don’t teach individual subjects in the secondary level ( upto grade ten) in our country except in cadet colleges, cantonment school and colleges, Rifles Public school and College, Residential Model School and College, Rajuk Uttara Model College and some institutions controlled by Corporations and Mills. Subject based teachers are recruited in these institutions. Here English teachers teach only English, not Bengali or other subjects. Chemistry teachers teach Chemistry, Physics teachers take classes on Physics. The secondary schools both in urban and rural, government and non-government mathematics teachers teach mathematics and other science subjects. Social welfare teachers teach sociology and Bengali, Bengali teachers teach both Bengali and English. This is the usual pattern of staffing to teach the subjects prescribed in the secondary level. This discrimination or specialized system in some secondary level institutions contributes a great deal to show a large gap of results among schools. Cadet colleges and Rajuk College and the similar ones excel in result in the public examinations and in other areas of students’ performance because subject-based teachers teach in these institutions. Teachers having masters in a particular subject and with experience definitely deliver a different and developed way of class. Intermediate classes of all colleges are run by subject based teachers. When the subject based teachers teach in the intermediate as well in the secondary level the situation of overall teaching environment is sure to see a change. Moreover, the course of SSC and HSC shows a big difference in terms of volume as well as standard. . Teachers without having masters normally cannot give proper teaching in this level. The teachers having simple graduation working in these institutions cannot give satisfactory way of delivery which these newly turned colleges experience. In our new education policy secondary level will be up to grade twelve like most of the countries and subject based teachers may be recruited then. Till now intermediate level is considered as college and subject based teachers are necessary for it. In most of the countries of the world secondary level is called high school up to twelve classes.
It is sad enough that no new policy has been adopted to run the newly turned ten government schools into colleges smoothly and effectively. Recruitment of new teachers of college level has not yet received any consideration of the authorities concerned. They just changed the name of the schools into college or upgraded the classes from ten to twelve like political declaration. Now a teacher is to conduct even eight classes a day as to run both schools and colleges which is a tremendous pressure of their part. Then again, a teacher is to move from class one to twelve creating a standard vacuum. It is difficult for a teacher to match quickly with the levels. A teacher said that he had to conduct classes in class one and just after class one he has to take another class to twelve grade. Psychologically it is not sound for the learners and for the teachers as well. So, the students admitted in these newly turned colleges don’t feel the warmth of colleges. They don’t; find the standard teaching as the secondary level teachers teach in the same way in the intermediate section as they do in schools. Students have already lost their interest to continue their studies in these institutions showing the result and standard of teaching below standard. The proof comes in the way that some of these colleges don’t get students to continue intermediate class whereas the better colleges of the country cannot accommodate the huge pressure of students. Barisal collegiate school doesn’t get students. Sher-e-Bangla Nagar Boys’ High School has 80 seats in commerce group but 55 students got admission here. In science group out of 80 only 30 students got enrolled.
The institutional heads of these newly turned colleges sent proposals several times to the authorities concerned for increasing the number of teachers but no solution has yet been found. I came to find in the newspapers that the media people talked to the proper authorities such as the Secretary of the ministry and the Director General of Secondary and Higher Education but their answers seemed to be evading the real problems. In this connection, I want to put forward some suggestions which the authorities may consider. In the last several years a good number of potential and young teachers having masters been recruited in the government secondary schools. These teachers try to leave the job as they are not satisfied with their position and designation. The position of these teachers can be upgraded changing their designation as lecturer. They can be transferred to these institutions as lecturers. If it is done they will work with full dedication and don’t think of leaving the job.
It does not seem reasonable to learn that the five upgraded schools of Dhaka city don’t find subject based teachers. Many teachers are trying heart and soul to come to Dhaka and other big cities from the rural areas and moffashal towns. Due to the non-availability of post, the authorities cannot transfer them to Dhaka. The posts lying vacant can be filled in by transferring the teachers from other areas and the activities of these institutions can be turned into a normal going.
Many master degree holder students have been unemployed in the country. They can be employed in these institutions part time basis as lecturers. It will be a great help for the unemployed potential youths. To meet the extra amount to pay the part time teachers can be met with tuition fees of the students. It will not incur extra financial burden of the ministry. Only initiatives and right decision can show a better solution these newly turned institutes are facing. The institutional heads can be assigned with dealing with this temporary recruitment avoiding the bureaucratic tangle lying in this field. When the objective is to offer quality education and narrowing admission crisis, we should be liberal enough to take decisions in this regard empowering the institutional heads.
Masum Billah
Program Manager: BRAC Education Program and Vice-President: Bangladesh English Language Teachers’ Association (BELTA)
Wednesday, September 21, 2011
New Education Policy from 2013
New Education Policy from 2013
The present education policy claims greater acceptance than the previous ones due to its strong base on huge public opinion. Introducing public interest oriented and scientific education policy has been the demand for long. Again this education policy is the reflection of Kudrat-e-Khuda Education Commission which was instituted just after our independence. The government has taken steps to reorganize the curriculum from class six to twelve keeping pace with the modern knowledge, science and technology. It has announced that the students will get the books under new curriculum by 1st January 2013. By March 2012 the writing of books on new syllabus and curriculum will be completed. The Education Minister released this news at BIAM Foundation in the National Education Policy 2010 seminar organized by NCTB and SESDP. Some remarkable steps have already been taken to implement the present education policy. An implementation committee, 24 sub-committees have been formed to give it a momentum. Completion examination after class five and Junior Certificate Examination for class eight, distribution of books across the country, distribution of computer, introducing lunch in some areas of the country to retain the students in the class manifest the steps taken by the government.
The present education policy says that the subjects which are taught as general subjects should be written keeping pace with the trend and culture of the country. Again, they need to be revised, rewritten and corrected when necessary. But coordinated law is necessary to implement the policy. It needs to be passed in the parliamentary session without delay. Education as rights should be ensured for the backward people. The proposed education commission must be formed immediately. To constitute accreditation council to ensure the standard of public and private universities should be done without delay. To monitor the process chief education monitor should be employed.
The Education Minister said that the country now sees the curriculum adopted eighteen years back and implemented in 1996. Changes in the global arena, the demand in teachers and learners have taken place. So, to revise, change and extension of our curriculum is a must. The aim of our education is to equip our children to face the challenges of the 21st century and imbue them with the teachings of values, honesty, and sincerity and patriotism and to develop them as responsible and ideal citizens of the country. He added that everybody should not receive higher education, it is not necessary for all as well. Technical and vocational education is emphasized in the present education policy. To bring changes he emphasized the duration of teaching time, the dedicated and meritorious candidates to be employed in teaching profession. To establish a separate commission to select the deserving candidates for teaching profession is not moving fast. The minister informed that 75 books of secondary and four in the higher secondary level books will see change. After completing pre-primary and primary ( up to eight) a portion of students will be able to take admission in the secondary level and another portion in the vocational education. After the completion of secondary education students will have opportunity to receive vocational education or higher education. Even the vocational educators also have scope to receive higher education particularly those who are capable.
In this new curriculum from six to eight in general and madrasa English for 150 marks, Bengali 150, mathematics 100, Bangladesh and the World affairs 100, Science 100, Environment 50, ICT 50 total 700 marks. 300-400 marks will be for their own stream.In the secondary level from class nine and ten there will be Humanities, Science and Business Education groups. For each group there will be Bengal for 200 marks, English 200, Mathematics 100, Religious Education and moral education 100, ICT 50, Education, Health and Games and Sports for 100 marks and total 750 marks compulsory and 400 for their own stream.
In Eleven and twelfth grades Bengali will be taught for 200 marks, English 200, ICT 50 and Health Education and Games and Sports for 100 marks. Human qualities, morality, democratic values, discipline, patriotism, creativity, analytical capability, developing imaginative power are emphasized in all the streams and levels. The duration of class time will be increased from 35 to 50 minutes. Yearly leaves/vacations will be squeezed from 141 to 116 days. The time of SSC and HSC examinations will be lessened to utilize more time for teaching-learning purpose.
Finally for the implementation of the present education policy financing, education administration, public awareness stand as key factors which call for serious thought. At present the education field of the country sees only 2.3 percent expenditure from national income. Other developing countries of the world already have been using 6 percent of the GDP and Bangladesh promises to do it. The situation does not show any positive sign before us as we can collect only 11 percent revenue income and to spend 6 percent from it for education proves to be absurd. How far we are lagging behind in this respect can be deduced from the fact to learn that Japan used 43 percent of its GDP for education since 1906-1911. ( Samakal 21 September 2011). And where we stand after one hundred years!
Still most of the students of universities in Bangladesh belong to relatively higher economic class of society showing the opportunities are open for the higher segment of population. In respect of higher education the emphasis should be given on infrastructure building, research capacity enhancement and technological uplift. Public universities should construct safety nets of the pupils coming from poor segment of population. The private costs of primary education is high for poor families because of high opportunity costs of education and expected benefits are lower for poor families out of primary education. Still free education for the primary students fails to lure them to complete the circle because of timing. Most poor children have to spend the hours when they are supposed to earn something for supporting their families. Some NGO schools are running keeping this view in mind which can be taken as role models.
Masum Billah
Program Manager: BRAC Education Program
The present education policy claims greater acceptance than the previous ones due to its strong base on huge public opinion. Introducing public interest oriented and scientific education policy has been the demand for long. Again this education policy is the reflection of Kudrat-e-Khuda Education Commission which was instituted just after our independence. The government has taken steps to reorganize the curriculum from class six to twelve keeping pace with the modern knowledge, science and technology. It has announced that the students will get the books under new curriculum by 1st January 2013. By March 2012 the writing of books on new syllabus and curriculum will be completed. The Education Minister released this news at BIAM Foundation in the National Education Policy 2010 seminar organized by NCTB and SESDP. Some remarkable steps have already been taken to implement the present education policy. An implementation committee, 24 sub-committees have been formed to give it a momentum. Completion examination after class five and Junior Certificate Examination for class eight, distribution of books across the country, distribution of computer, introducing lunch in some areas of the country to retain the students in the class manifest the steps taken by the government.
The present education policy says that the subjects which are taught as general subjects should be written keeping pace with the trend and culture of the country. Again, they need to be revised, rewritten and corrected when necessary. But coordinated law is necessary to implement the policy. It needs to be passed in the parliamentary session without delay. Education as rights should be ensured for the backward people. The proposed education commission must be formed immediately. To constitute accreditation council to ensure the standard of public and private universities should be done without delay. To monitor the process chief education monitor should be employed.
The Education Minister said that the country now sees the curriculum adopted eighteen years back and implemented in 1996. Changes in the global arena, the demand in teachers and learners have taken place. So, to revise, change and extension of our curriculum is a must. The aim of our education is to equip our children to face the challenges of the 21st century and imbue them with the teachings of values, honesty, and sincerity and patriotism and to develop them as responsible and ideal citizens of the country. He added that everybody should not receive higher education, it is not necessary for all as well. Technical and vocational education is emphasized in the present education policy. To bring changes he emphasized the duration of teaching time, the dedicated and meritorious candidates to be employed in teaching profession. To establish a separate commission to select the deserving candidates for teaching profession is not moving fast. The minister informed that 75 books of secondary and four in the higher secondary level books will see change. After completing pre-primary and primary ( up to eight) a portion of students will be able to take admission in the secondary level and another portion in the vocational education. After the completion of secondary education students will have opportunity to receive vocational education or higher education. Even the vocational educators also have scope to receive higher education particularly those who are capable.
In this new curriculum from six to eight in general and madrasa English for 150 marks, Bengali 150, mathematics 100, Bangladesh and the World affairs 100, Science 100, Environment 50, ICT 50 total 700 marks. 300-400 marks will be for their own stream.In the secondary level from class nine and ten there will be Humanities, Science and Business Education groups. For each group there will be Bengal for 200 marks, English 200, Mathematics 100, Religious Education and moral education 100, ICT 50, Education, Health and Games and Sports for 100 marks and total 750 marks compulsory and 400 for their own stream.
In Eleven and twelfth grades Bengali will be taught for 200 marks, English 200, ICT 50 and Health Education and Games and Sports for 100 marks. Human qualities, morality, democratic values, discipline, patriotism, creativity, analytical capability, developing imaginative power are emphasized in all the streams and levels. The duration of class time will be increased from 35 to 50 minutes. Yearly leaves/vacations will be squeezed from 141 to 116 days. The time of SSC and HSC examinations will be lessened to utilize more time for teaching-learning purpose.
Finally for the implementation of the present education policy financing, education administration, public awareness stand as key factors which call for serious thought. At present the education field of the country sees only 2.3 percent expenditure from national income. Other developing countries of the world already have been using 6 percent of the GDP and Bangladesh promises to do it. The situation does not show any positive sign before us as we can collect only 11 percent revenue income and to spend 6 percent from it for education proves to be absurd. How far we are lagging behind in this respect can be deduced from the fact to learn that Japan used 43 percent of its GDP for education since 1906-1911. ( Samakal 21 September 2011). And where we stand after one hundred years!
Still most of the students of universities in Bangladesh belong to relatively higher economic class of society showing the opportunities are open for the higher segment of population. In respect of higher education the emphasis should be given on infrastructure building, research capacity enhancement and technological uplift. Public universities should construct safety nets of the pupils coming from poor segment of population. The private costs of primary education is high for poor families because of high opportunity costs of education and expected benefits are lower for poor families out of primary education. Still free education for the primary students fails to lure them to complete the circle because of timing. Most poor children have to spend the hours when they are supposed to earn something for supporting their families. Some NGO schools are running keeping this view in mind which can be taken as role models.
Masum Billah
Program Manager: BRAC Education Program
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