Existing policies and opportunities of primary education and Implementation gaps in relation to its practices in rural Bangladesh

Shourav Sikder

Introduction The education system of Bangladesh is basically comprised of both oriental and western education system and policies. Beginning from the thousand years old Aryan educational manner, it passed the mystic Buddhist educational era and finally adopted with the Muslim education system which now dwells within the structure of European educational system. Among all the stages of education, primary education is the prime one which posits the foundation of basic learning. Usually a child completes his/her primary education within 0611 years of age level (Source: NEP, 2010). This is the foremost time to grow up with equal ethical values and skills, as well as positive viewpoints to the life or to the universe and ethical values are merged in this stage too. The succeeding chapter of human life is based on this stage. Therefore, the equal educational policies and system should be implied to all the children of every country to create strong moral stand for their country and society, likewise the life and the world without any discrimination of class-religion-caste, rich-poor, majorityminority and men-women. Primary education is the central point of all future higher education. Truly, this concept has been proven worldwide that is to build a unified nation with patriotism and other moral values, it is a must need to ensure uniform, universal and free education irrespective of class-religions-caste and rich-poor-gender stratification. Otherwise if the primary education is biased with these different types of discrimination, not only the cognition of society members and their ethnical entirety will be segmented but also the people will be moved towards the reverse and valueless conflicted situation of malpractice. Therefore, wherever primary education is remarked as universal and basic human right, steps should be taken there to discuss the existing education policies and to identify the difficulties of it for the bringing out the maximum outcome of quality primary education. For this reason, the present primary education of Bangladesh is extended up to class-8 from class-5 under National Education Policy (NEP) in 2010 and it is now compulsory and absolutely free for all children. Objectives of this Study To find out the gap between policies and practices to ensure quality education. To discover the existing services and the gaps of the services. To figure out the major problems that dwell in primary education sector. To find out the implication of National Education Policy (NEP) 2010 in primary education of Bangladesh. To bring out the solutions of the problems of primary education in Bangladesh. To assess the attitude and the culture of the local teacher and officials related to primary education. To assess the quality and implication of primary level education competency and text books in Bangladesh.

 To describe How UDC and NSA, Upazila/Municipality Development Forum and District Civil Society Forum can play a vital role to ensure quality primary education. To bring out with an Advocacy strategy to create new future in case of quality primary education.

NSA projects in Brief Oxfam GB , with the funding of European Union (EU), is implementing Strengthening NSAs to claim rights and services for extreme marginalized and socially excluded communities of Bangladesh since September 2010. This project is ongoing along with five NGO partners forming 153 Union Development Committees (UDC) and 1,225 Non State Actors (NSA) who are closely working with UDCs to influence local Government of Bangladesh agencies. The project aims to strengthen civil society and community-based organization to enable the most vulnerable, marginalized, economically, socially & geographically excluded women and men to have sustainable access to essential services and economic opportunities. Assurance of quality primary education is one of the major concerns to the overall development of these citizens as well as the country. Lots of obscurations are hampering the quality of primary education, but those obstacles should be eradicated rapidly to make a sustainable development of the country. In these circumstances, Oxfam and ZIBIKA are implanting NSA projects in a joint venture. This initiative gave prior attention on the quality primary education because of future improvement of the rural citizens in all aspects of life. One of the key initiatives of this project is to conduct report card surveys on existing primary education to draw out some handy recommendations for the improvement of the whole primary educational condition. This survey was held at the village named Chakendikhanpare of Jattrapur Union Parishad of Sadar upazila, Kurigram district. The supreme objectives of this initiative are a) To bring out the holistic condition of primary education in schools at a glance b) To find out existing problems and obstacles concerning primary education c) To interview education related officials for marking out the must to do list for quality primary education d) To bridge between teachers and guardians for successive discussions e) To convey recommendations that can signify the true meaning of quality primary education. ZIBIKA under NSA project has conducted numbers of report card surveys on quality of primary education in 71 schools of 20 Unions of 4 Upazillas of Kurigram district. Later, the problems and the recommendations founded in those reports were presented through citizen dialogues which was consist of education directorate, public representatives, School Management Committee (SMC), Union Development Committees (UDC) members, teachers, and guardians. All these citizen dialogues held within January 2012 to May 2012. From these citizens some certain aspects were profound. For instance, the citizen dialogues, held in June 26 of 2012 at Kurigram Sadar Upazialla Parishad Hallroom and held in July 11, 2012 at Ulipur Sadar Upazialla Parishad Hallroom, both claimed on specific problems like -

problems about the infrastructure of the primary schools; Lack of adequate numbers of teachers; inactivity of the SMC and PTA committee; lack of designated workers in the school; lack of connection between people and primary schools ; problems in motivational activities for the students; problems in training for teachers, officials; no holding back for dropout problem within students; problems on geographical dangers and naturals risks etc. The results of the final examinations were also discussed in these citizen charters. The participants expressed their gratitude to the organizers and committed their willingness to improve the quality of primary education. The present research paper is based upon these surveys and outcomes of citizen dialogues. Methodologies This study was conducted by both the analytical and empirical approach. The following methodologies were used to conduct the research. Literature Review Literature reviews were based on both primary and secondary sources. Education policies by government, national and international reports, collected data from field visit are considered as the primary sources of data. On the other hand, published books, journals and other types of publications are the secondary sources of the data. Wide ranged studies and researches on primary education of Bangladesh were considered as the literature review. Different research reports and publications of different organizations attached to this area, newsletter, booklets and newspaper cuttings have been reviewed extensively. In depth Interviews & Field Visits In depth interviews have been conducted with the various stakeholders who are connected with asserted issue. The research team interviewed Primary School teachers, Head Teacher, Thana Education Officers (TEO), students and related peoples. Those interviews specially centered on purpose of finding the gap between policies and practices to ensure quality education and the implementation as well. In the field visit, the students were assessed on the basis of text books of class IV which they studied last year. Among the 48 students, 24 were female and rests are male. Focused Group Discussions (FGD) For the interest of our qualitative research findings a Focus Group Discussion (FGD) was arranged in Chakenda Khan Para Govt. Primary School ground 20 January 2013. The main topic of the FGD was Existing policies and opportunities of primary education and implementation gaps in relation of the practice in rural Bangladesh. Primary education is best with a number of problems and till now it is straggling to ensure the quality. To go through in-depth of this problem and solve this, the FGD was held with related stake holders like parents, SMC members, teachers, local members, NGO officials of JIBIKA, social and cultural workers. Education and Education Policy

Education is an intellectual process, by which the internal brilliance and wakeful ability of human race become nourished and developed. This process creates the path of acquiring knowledge and cumulating knowledge as well. As education cherishes the individual sustenance, it can also bring out best of social integrity of human society. Because education is a process by which human beings and societies reach their fullest potential. The basic notions of liberal educational theories are a) the use of education means the expected alternation in social change and the formation of equity and democracy based system. b) the protest against to the backward concepts and theories. Beside this we can remark education in different virtue which assigns the process of reading and learning. This intends the substantial unification with primal and interpretable curiosity and questing is needed to reflect own thinking and cognition. Thus true education raises the traditional seeking process of the past knowledge and provides the awareness to ensure the significant future. The National Education Policy (NEP) of 2010 has adopted these ideas to extract an education which will be universal, discernment-free, scientifically valued and unified one. Policy is the line of argument rationalizing the course of activity to make possible this education system. Thus education policy can be described as the a set of ideas or plans that is functioned as the base for making education related decisions, especially in improving the real concept of the education. To accomplish the posture on education, a deliberate and detailed discourse and evaluation on existing education policy, education system, curriculum, teaching methods etc are sheer required. In addition, practical experiences of different countries, international organizations like declarations and charts by United Nations (UN), various alternative approaches and curriculum of education system provided by Non-government Organizations and activities on education by political governances would be merged with the whole development procedure of education. Thus after conducting the overall discussion on these issues, the education policy has to be a welltimed one. The success and failure of national life are related to the education and education policy. So it can be stated that, for evolving a highly developed and human valued future nation the government has launched an opportune and transitional education policy in 2010. But the implementation of this education policy is great challenge now. Primary Education in Bangladesh The scope and characteristics of contemporary primary education is now considered as competence in educational science. This is termed as competency based primary education. National Curriculum and Textbook board (NCTB) of Bangladesh has proposed competency based primary education goals within five years onwards which aim to achieve 29 specific acquisitions of the children. For instance, some important issues of those are presented here. For the holistic welfare of country and countrymen a precise and dynamic primary education system is surely needed. That will ensure a) The development and procurement of ethical, psycho-physical and socially aware values of the children b) To make conscious about the duties and responsibilities to the country along with patriotism and citizenship among the children. The raise for moral values like perseverance , value of labor, well behavior honesty should be enlisted

c) The attainment of the skill of scientific enquiry in respect of specifying the aim of enquiry, observing and classifying different aspects of environment and drawing simple generalizations. The activities of primary education must be performed to build globalization oriented concepts among children. The contemporary thinking and worldwide pace should be merged within a child that he/she could eligible to be a world citizen and responsible to the society and the nation with strong moral esteem. For this justification, the primary text books should be written with an easy and delicate manner. Every child is full of immense abilities and potentiality. The discovery of these hidden treasures of the children is prime concern of primary education. When the children are being educated, they have to be cared with sincerity, admiration and faith. Another purpose of primary education is to cherish the children in a creative and in an appropriate way. As outcome children will be grow up a conscious and responsible member of the society with best effort. Behind this balanced physical and mental growth of the children, the key reason is to make the children prosperous and adaptable with various social, natural and national consequences. The supreme goal of the primary education is to make the children literate and assuring the possibilities of 3Rs. The purpose of the 3Rs holds the ability to Read, WRiting and doing ARithmatics whether anyone is continuing his/her studies or not. The present educationists remark conversant with primary education literature instead of the concept of 3Rs. At present, the existing primary education system is tuition free and compulsory according to Compulsory Primary Education Act 1990 (http://www.ibe.unesco.org/en.html). The beginning level of education in Bangladesh is consist of 5 years of formal schooling (from class one to class five). In this phase of education the age level is between 6+ years of age up to 11 years. In reality some of the children start their education within 4/5 years of age and end it up to 13 years of age. The contemporary curriculum of primary education consists of nine subjects, which are selected to fulfill the need of nourishment and ability of the admitted children to the school. These are Bengali, Mathematics, Social Studies, Science, English, Religion, Fine Arts and Crafts and Music. In class 1 and class 2, Social Studies and Science are integrated within a single subject. But from class 3 to class 5 these two are different subjects in the syllabus. There are four kinds of schools in primary sector under the ministry of Primary and Mass Education in Bangladesh. These are Government Primary Schools, Laboratory Schools affiliated with P.T.I., Registered Non-government Schools and Community Schools. School survey report of 2008 states that four categories of institutions are providing primary education to 81.9% of the total primary school enrolled children of over 16.3 million. The proportions of boys and girls enrolled at the primary level are 49.3% and 50.7% respectively. From the survey report A Situation Analysis Report on Education (MDG 2), by General Economics Division, Planning Commission, Government of the Peoples Republic of Bangladesh & UNDP Bangladesh (Source: www.undp.org.bd/projects/prodocs/.../Situation%20analysis_education.pdf), we can say Bangladesh sustains one of the largest primary education systems in the world with as many as 80401 primary institutions of 11 different kinds namely, Government Primary Schools,

Registered Non-government Schools, Non-Registered Non-government Schools, experimental schools, community schools, satellite schools , kindergartens, NGO schools, ebtedaee madrashas, primary sections of high madrashas, primary sections of high schools. But from 2004 the activities of satellite schools have been stopped. According to the Report by Education Watch 2008, the rate of daily attendance in the school has been raised to 67.7% in 2008 from 60% in 1998-2000. Government claims that in 2012 this attendance rate has turned over 99% (Nurul Islam Nahid: 2012, p. 18). Campaign for Popular Education (CAMPE) 2007 has published the report which elaborates that NGOs in the country have been making significant contribution to the education sector. About 500 NGOs are currently running 48,855 learning centers for providing primary education to 10,24,495 females and 6,06,802 males in the country. Primary education is usually rendered by government and non government primary schools. There are also different types of kindergartens and junior section of English medium schools which are the part of this education level. The primary schooling end examination now has become a public one which was initiated in the year 2006. Education Policies of Bangladesh There have been lots of arguments on education policy, education system and approach of education in Bangladesh. Significant outcomes have also been drawn out of these pointing. But the reflections of the failure show that we have not succeeded so far to ensure a proper package of primary education. All the recommendations of different education policies persuaded to form out a new genre of education system instead of existing education system. But every government changed the formation of the education policies and system from their own point of view. But none of this brought any change in the primary education sector, but the education policy of 2010. At present, there are English medium, Bangla Medium, Madrasha Education, General Education, Special Education etc co-exist in the whole education system simultaneously. As their educational syllabus contents vary from one to another, the aim and perfection of true education are unified in that case. Bangladesh government has taken various initiatives for the improvement of primary education to fulfill the constitutional responsibility of ensuring universal and free compulsory primary education to all the children. The political thrust behind the usable relation with primary schooling has been towards production of access to basic education for the mass people, with a priority on better chances for the rural poor and females. This philosophy and thought has been reflected in the first Constitution in 1972, wherein Article 17 pronounced providing primary education as a constitutional obligation of the government (Article 17, 1998:9-10). Following governments tried to relate primary education to the needs of the society and emphasized producing decently trained and incited citizens, and to reduce illiteracy within sensible time. Though, Woods Education Dispatch tried to formulate primary education all over the country irrespective of religion, caste, race, color and region, but in reality the application was not the same. But we cannot deny its drawbacks that the path different education policies made in recent time. Here the summarized outlines of different education policies by Bangladesh governments represented afterwards.

An Overview of National Education Policy (NEP) 2010 The government of took an initiative To prepare an Education Policy in adjust with the need of the modern times for building the future generation as a human resource such as efficient in knowledge and technology and inspired with moral values, national tradition and the spirit of liberation war. The first Education Commission was constituted to prepare an Education Policy under the leadership of Dr. Qudrat-e-Khuda. In 2008, the present government continued the responsibility of updating the education policy prepared earlier with some fixed objectives, which recognized the importance of public views and reactions. To take the motives of Election Manifesto 2008 building up Bangladesh as a poverty-free, noncommunal, liberal and democratic state, Ministry of Education formulated this education policy (NEP, 2010). Finally a new education commission was formed headed by National Professor Kabir Chowdhury included with 16 members in 2009. In order to form a new education commission they reviewed education commission reports of 1974 and 2000 education policy from May to September 2009. It was included totally 24 goals and objectives emphasizing on morality, creativity and production oriented education, technical and vocational education, inequity regarding gender, religion and ethnicity ICT (Information and Communication Technology) and math-science, and same curriculum and syllabus for all streams etc. The important aspect of this Education Policy is that, it emphasizes on religion, science and technical education. The distinctive features of this education policy in primary education are as follows: 1. One-year pre-primary education for children over five years old would be introduced. 2. After completing class-V there will be a unified end up examination at Upazilla/Thana level. 3. The completion of class-VIII the primary level ending final examination will be held; whose result will determine the basis of scholarships among students. 4. Education at the primary level for indigenous students in their mother tongues with indigenous teachers and text books. (Source: http://rezwanul.blogspot.com/2009/11/proposed-education-policy-inbangladesh.html). 5. The policy says at least a primary school would be established in every village where there is no primary institution. 6. The compulsory subjects are Bangla, English, Mathematics, Bangladesh Studies, Paribesh Parichiti (education on social environment and climatic change), Information Technology and Science. As it is seen, in our rationale that how education can be a useful tool for creating awareness against Religious and Ethnic intolerance and Terrorism so we need to know how much these issues are covered by National Education Policy (NEP), 2010. Because the basic roots of these three problems are lack of consciousness, illiteracy, irrational beliefs and the mindset up which are emerges from lack of proper education. To relieve these problems among the people, education can play a vital role because there have been a close relationship between education and these three issues.

Primary Education and Present National Education Policy

After analyzing the National Education Policy (NEP) 2010, there are around six features that are related to the primary education. Those features are previously stated. But if we scrutinize the policies to be executed, only three (number 1, 3 and 6) have them are being realistic. Other policies are under the process of execution and in process of partial application. Establishment of primary schools and holding back the drop out problem, these two aspects have not succeeded onto half of their success rate. Likewise, the unveiling of Pre-Primary Schooling (PPS) has a great importance in this present education policy and it has been initiated from 2010 in small placement. This PPS program now runs in 31,208 numbers of schools and within the year of 2013 they would be available in each primary school of the country. Roughly speaking the school going attitude of the students has improved than before. But in the field of providing quality education and holding back drop out problem, there are lots of works yet to be done. Socio-economic condition and Education System Proper education for the primary learners can authorize human beings to liberate individual mind from the curse of ignorance and darkness. It stands for the foundation in the development process of any society and the prime indicant of the peoples progress and prosperity (Haq, 2004:12). In view of the importance of education to a country like Bangladesh the present thesis addresses primary education system, which is diversified and multifarious due to economic, socio-cultural, political, regional and religious factors. To grow up as a competent team leader and team member by performing duties and responsibilities with honesty and devotion, quality primary education is an essential demand. The access of primary education is maintained mainly by the government. Unfortunately most of peoples of Bangladesh are deprived of getting quality education. After four decades of our independence, we are still unable to bring forth a proper and well accepted education policy. This assurance is yet unsuccessful because of the irrelevance of the education policies along with socio-economic condition of this country. The socioeconomic condition has a great influence on the primary education of the country. As it seen generally, the enrollment rate in general primary schools among rural unprivileged class and middle class is high. Those who are upper class people, enroll their children to nongovernment and private educational institutes like kindergartens or pre-cadet schools, to assure the qualitative primary education with adequate educational tools and suitable education environment. From the Social Audit Report 2011 on findings of Govt. Primary Education of Sushasoner Jonny Procharavizan ( SUPRO), a national network of grassroots NGOs in Bangladesh, it was seen that the monthly family income among most of the participants (almost 55% in gross) is about 5,000-10,000 TK. Among 35.1% of participants this monthly family income is less than 5,000 TK and only 9.9% of participants have monthly family income over 10,000 TK. From the report it was remarked that there is no balance between income and expenditure within most of the families. Most of the education commissions and Education Committee have recommended 8 years long primary education instead of existing 5 years of primary education. If anyone gets 8 years long primary education, he/she would be able to contribute to change socio-economic condition of his/her family. It is fact that primary education is the ending phase of education among many students in the country. A huge number of students enter at job life to support their own livelihood as well as to support their family. In this contemporary situation of the country, if the 8 years long

primary education is established, the students will find it helpful to get a job. Thus poverty is one of the major obstacles for primary education but there are also some hinders like insufficient opportunities, lack of good governance etc. Also there are lack of quality based trained teachers. The Education Watch Report 2008 states about the percentage rate of post graduate teachers in primary schools were 14.4% in 1998 and 18.9% in 2008. In educations qualification the female teachers are far behind the male teachers. To ensure Education for All (EFA) within 2015 and to assure qualitative education for everyone these things should not be overlooked. Physical Infrastructure of Primary Schools The quality of primary education surely depends of the physical infrastructure of Primary Schools. The infrastructure of the school controls the quality of education and environment of learning. The quality of the schools can be measured by assessing the infrastructure of the school. But the infrastructure reality is disgracing in Bangladesh, because in most of the cases the adequate infrastructure facilities are unavailable. The Social Audit Report 2011 on findings of govt. primary education of Sushasoner Jonny Procharavizan (SUPRO) remarks that the overall infrastructure facilities of primary school is not satisfactory. Among all the participants, only 9.6% of them are completely satisfied, 32.8% are partially satisfied. On the other hand 57.6% participants are not satisfied at all with the infrastructure of the school. Many students and guardians expressed that classrooms are insufficient and quality less. Because there are 17 to 137 students in a classroom varied from school to school. They also emphasized on play ground, sanitation and tube well as the part of complete infrastructure. The students and guardians also thought that no playground in the school, imperfect play ground which remain water logged at rainy season cause problematic infrastructure. In most of the schools , students drink safe water but there are also some schools where students have to drink water from other sources like ponds, canals etc as there are no tube well in the school. On the survey on sanitation facility in the school shows that only 3.4% participants have stated about lack of sanitary system in their school. 55.8% of students have got the safe and existing sanitation, but among these students 49.3% think that their sanitation of the school is healthy and safe as well. Beside this survey Education Watch 2008 reported that, the rate of water supply through pipeline or having tube well in primary school was 47% 1998; but this percentage has been raised in 2008 which is 53.8%. Hence, the educational environment is restrained by its infrastructural consequences. Along with this the library and the auditorium should be user friendly and well equipped. To maintain the perfect environment of primary education, the physical infrastructure must be treasured with perfection.

Problems in Primary Schools From our field visit several problems have been drawn out that exist in primary schools. Those findings are enclosed here in consecutive subdivisions. Problems in Infrastructure, Furniture and Appliance

The major problem in this phase is about the infrastructure of the primary schools. The doors and windows are not usable. In some rooftops of the classrooms have holes from which drops of water come out. The ratio between the area of the class and students are insufficient. Classrooms are not well furnished and equipped. Lack of benches, chairs, tables, educational equipments like maps, charts, display boards, black boards, weight machines etc are demand of classroom which is not available in primary schools of Bangladesh. Education friendly neat and clean, attractive and exact environment is not available. Without this environment both teaching and learning are being hampered. There are not sufficient sport goods, library and auditorium for the students. Although some primary schools have launched the Pre-Primary Schooling (PPS), but there are lack of appropriate educational tools in those. Textbooks are free in the primary schools, but because of weak monitoring system the students cannot get their free text books in due time.

Problems of Educational Institutions Lack of adequate numbers of teachers in the primary schools is a common problem. Recently, in 2012, around 70,000 new teachers have been appointed but they are not enough to fulfill the whole requirement. The teacher-student ratio was 1: 64 in 1990(Source: http://www.indexmundi.com/facts/bangladesh/pupil-teacher-ratio). But the perfect ration is 1:40 which is not maintained in our primary schools. The hopeful thing is its reducing day by day. The use of pure drinking water must be ensured in every primary school, but there are very few of the schools which have got pure drinking water and safe sanitation. There are no specialized education for indigenous (adivasi), disabled and street children and other socially deprived children. The report of Education Watch 2008 says that there are only 16% of schools in which special infrastructural facilities could be found.

Condition of School Management and PTA Committee The School Management Committee (SMC) should be consist of eleven members in which donor, education patron , guardian, teacher of high schools, Union Parishad (UP) member, teachers representative and female guardian must be included. But in most of the cases the SMC is not comprised of all these kinds of members. The regular meeting between the SMC and PTA committee is not held in time. The committee is not also fully aware and active of its responsibility. The meetings of the SMC are not concerned with schooling interaction with the children. The guardian day or mothers day is not held in the schools. To form the SMC and the PTA committee biasness and personal issues are confronted in different cases. Lack of connection between people and primary schools for the quality education.

Monitoring System of the Government

Attendance of the teachers in the school, regular teaching activities and other relevant workouts are not monitored as per rules. Lack of designated workers in this monitoring field. As per government rule, a monthly visit is required in the primary school. But this type of visits often occurs.

Problems in Training There are lacks of properly trained teachers in the primary schools. Although, those teachers who are trained have failed to show their skills in the classroom. Most of the Head teachers do not have any kind of training on school management, supervision, monitoring and mobilization. There are not any training and orientation programme for the members of the SMC and the PTA committee. If any teacher has a leave on training or motherhood purpose, there would be no substitute teachers instead of him/her. Thus the process of teaching hampers on this period of leave. Teachers do not get any kind of training from U.R.C. The sub-cluster training for the teachers is not held regularly.

Problems in Motivational Activities for the Students The present government has issued some steps to motivate all kinds of students, although the full practice of motivational activities are not working out. As a part of motivational activity, the government has launched the Stipend programme (among 78 lacs of students in 2012). But the number of the recipient is not enough though. The mid-day meal programme in some primary schools has been initiated in some places. But the distribution process and quality of the meal was doubtable. Feeding project in deprived areas initiated, but this is not active anymore. Inactivity of this project is not helping the motivational activity in reality.

Dropout problem within students

There are no such activities of the SMC and the PTA committee to reduce the rate of dropouts from the primary level of schools. The foretold committee members do not visit the living places of the dropout children. There are no special care or teaching for the weak and careless students. The concept of Home Visit is absent within the committee which can helpful to overcome the dropout problem. The dropout rate in primary level is enormous. A huge number of students drop out from the education before finishing primary schools. The administration is not concerned enough to solve it. Education Watch 2008 reports, in 1998 the dropout rate per class was 5.6% and readmission rate was 8%. The problem is rate has been increased in 2008; the dropout rate per class and readmission rate are 11.5% and 10.9% respectively. These increased

rate shows that the number of dropout children is increased too. This report also stated that the dropout rate is higher in rural areas, lower in urban areas. Recent declaration of the government remarks that the dropout rate has been reduced from 48% to 21% (Nurul Islam Nahid: 2012, p. 18).

Physical, Mental and Social Development of Children The number of playgrounds, sporting tools and physical exercise equipments are inadequate for the physical, mental and social development of primary level students. National memorable days and cultural events are organized in a minimal manner which can not reflect the true feelings of these events. Individual needs for the students for the explorations of their potentiality and their psychological developments are not fulfilled.

Geographical Dangers and Naturals Risks In rural area, primary schools are endangered with water logging, river erosion, floods etc. When the rainy season starts in the rural area, the transport problem happens for both teachers and students. Even some schools stopped their activities. In the period of disaster (like river erosion, floods etc.), there are no such alternative way of providing education in the schools.

Miscellaneous Problems The idea of establishment of primary schools in every village of Bangladesh has not been executed yet. Standing committee on Education at Union Parishad (UP) is not active at all. School based designated peon, guard are not found that is why teachers have to extra works besides teaching. Teachers are involved in political activities and possess political attitudes within the school. The educational administration is not aware about the monitoring system. Most of the schools have two shifts, but they do not have supportive tools to carry these shifts on. There are no such activities that can combine the mass people to resolve educational problems. Lack of presence is sheer present among teachers. Teachers are not punctual in all cases. Referring to the report of Education Watch 2008, mismanagement of time is major problem among teachers. On the date of survey, 42.5% of teachers were late in their class. The duration of late coming was around half an hour in average. Teachers can not present lessons creatively to the students that is why students their attention towards study. Use of modern and new equipment for providing effective lesson by the teachers is not popular yet.

Quality of Primacy Education o E Quality education can entail th reaching of specified targets an objective Achievin he nd es. ng n cess and ther is no imm re mediate solut tion regardin the qualit ng ty education quality is a timed proc of educat tion. Immed diate attentio of policy-makers sho on ould be on c constructing and applyin ng policies, programs and actions to amend e a education qu uality. Revi iewing these problems it e e hat ty n be as cannot be asserted th the qualit education in primary level could b properly found. But a education is a must n n needed one f every nat for tion, the qual of this p lity primary educ cation must b be a control lled one too. Not only in numerical success, bu also the su . n ut uccess of ma aintaining th he quality e education is important. F quality education ap For ppropriate e environment, skills of th he teachers, teaching techniques, extra-curric t cular activit ties, sports etc are als importan so nt. y y n ng ty Basically the quality education is based on the teachin skills of the teachers. So, qualit teachers can improve the quality of primary education. That is why there is no alternative o e y T y of eachers. Aga noticing the Educatio Watch 20 ain on 008, the rate providing p e private tuitio on quality te by teach hers varies on class, ge o ender and sc chool genre has been i e increased. T This indicate es
61 60 59 58 57 56 55 54 53 52 51 Overall Percentage Boys % 59.75% Girls 54%

degrading quality of present pri g f imary educa ation. Apart this, studen in rural area are les t nts ss familiar w private tuition by te with eachers, than students of the urban a n f area.

e y ome importan outcomes were found From th visit it wa nt s ded. his as From the field survey We got so seen that the overal percentage of averag marks be t ll ge etween boys and girls s s students. Th he percentag rates of boys are girl are 59.75% and 54% respectively This perc ge b ls % y. centage rate is presented below in with a bar dia d w agram. Another bar diagram is presented below sho m d owing the co omparison be etween obtai ined marks o of d udents on te books of class IV o ext obtained fro the field survey. Th om d he male and female stu highest a the lowe marks of the boys a 71 and 4 On the o and est f are 48. other hand, the girls hav t ve obtained 68 as the hi ighest mark and 36 as th lowest ma he arks. This result indicate the girls ar es re behind th boys. he

Here, we also found the overall score of the student by subject from class test and which is e d e y m not satisf factory especially in Eng glish (39.56 6%). The bel llow diagram has sown the picture o m of quality primary educ p cation in rur Banglade (Genera knowledge was comb ral esh. al e bined questio on of all sub bjects)

Recomm mendations

To resolve the existing problem in primary education and to ensure the quality of it, law makers, parliament members, representatives of the social community, civil society members need to be more caring and responsible to assure the poor people friendly educational environment. Purposive recommendations are figured out to make possibly required quality primary education including everyones participation including teachers, School Management Committee (SMC), members of Parent Teachers Association (PTA), guardian, local representatives, educational administrative. These recommendations are acknowledged below in relevant subdivisions. Recommendations on Ensuring Infrastructure, Furniture and Appliance Improvements of the infrastructure of the primary school infrastructures like doorswindows, institute buildings, rooftops, modern classrooms are needed. Spacious classrooms are also required. From Education Watch Report 2008, it was cleared that in 1998 two thirds of the admitted students in primary section were having spacious classrooms but in 2008 90% of the primary students were not getting this facility. Well furnished and equipped classrooms must be ensured. Supply of benches, chairs, tables, educational equipments like maps, charts, display boards, black boards, weight machines etc must be ensured too. Providing sufficient sport goods, library and auditorium to the students. The allotment of Asian Development Bank (ADB) must be increased at the Union level and special allocation by ADB must be ensured. Supply of the free primary textbooks must be guaranteed within the first of week of January. Education Watch Report 2008 describes that the infrastructural development has increased a lot in last couple of years. In 1998, the average number of classroom in a school was 3.8 but in 2008 this number has been raised to 4.6.

Recommendations on Ensuring Requisitions of Educational Institutions Adequate numbers of teachers in the primary schools must be appointed at a priority basis to ensure quality primary education. The supply of pure drinking water must be ensured in every primary school. Safe tube well and sanitation also to be guaranteed. First aid tools should be stored and there should be vegetable garden in every primary school premises for the nutrition of the students. Specialized education for indigenous (adivasi), disabled and street children and other socially deprived children should be provided.

Recommendations on Ensuring Activities of School Management and PTA Committee The School Management Committee (SMC) should be reconstructed with real donor, education patron, guardian, and teacher of high schools, Union Parishad (UP) member, and teachers representative and female guardians. The regular meeting between the SMC and PTA committee must be completed. The committees have to fully aware and active of its responsibility. The meetings of the SMC and PTA committee must be monitored and evaluated with proper distinctions. The SMC and the PTA committee should be allotted from special government fund.

The SMC and the PTA committee should be free from political atmosphere.

Recommendations on Ensuring Training Facilities Proper training must be provided to the teachers in the primary schools. Also trained administrators should be included in school administration. All the Head teachers should be enlisted for training on school management, supervision, monitoring and mobilization. Special training should be rendered to the SMC and the PTA committee on priority basis. Substitute teachers should be appointed if any teacher has a leave on training or motherhood purpose. The teacher student ratio must be 1:30. All the teachers should be trained with subjective training. The salary structure of the teachers should be raised based on their skills.

Recommendations on Holding Back Dropout problem of students

The visit of the SMC and the PTA committee must be held on regular basis to reduce the rate of dropouts from the primary schools. The home visit of the dropout children must be done by the committee members. Teaching approach must be attractive and special care or teaching for the weak and careless students must be provided. School based student council can be formed or inspirations by advanced students to the weak students must be provided. Special volunteer team for education development should be formed and regular school visit by them should be encouraged. Lunch and safe water should be supplied for the holding back the drop out problem. Home visit program by the teachers should be launched to lead the students towards school. Creative ideas should be established by the SMC and the PTA committee member to inspire children to come schools. Regular guardian and mother meeting should be ensured. Government special allotment could be used is this purpose. Regular arrangement of sports and cultural events should be must one. Competition with other schools may also be helpful.

Recommendations on Ensuring Physical, Mental and Social Development of Children For the physical, mental and social development of primary level students, adequate numbers of playgrounds, sporting tools and physical exercise equipments should be provided. National memorable days and cultural events should be organized with true feelings of these events. Subjective competitions, cultural shows, debate, prize giving ceremony and religious programs etc should be held regularly. Individual needs for the students for the explorations of their potentiality and their psychological developments should be fulfilled in priority basis.

To achieve leadership quality, the activities of student council should be praised and sponsored by the school. To merge the disabled children with the mainstream all the teachers should be familiar and trained with special education. The school must have child-friendly environment. The learning environment should joyous and impressive for the learners. Regular medical camp for child health care should be held and supply of medicine should be included.

Recommendations on Ensuring Safety from Geographical Dangers and Naturals Risks Those schools that are having problem with water logging, can create a worklaunching project to heighten the school field. The school premises or ground should be at high place. Those places are should be avoided to establish schools where the risk of river erosion could be found. The shifting of schools which are endangered with river erosion should be completed at priority basis. Alternative way of providing education in the schools should be available in the period of disaster like river erosion, floods etc.

Other Recommendations The establishment of primary schools in every village of Bangladesh should be executed. The activities of standing committee on Education at Union Parishad (UP) should be dynamic and participating. Area and school based problems should be figured out on priority basis. The problems must be eradicated by proper planning, decision and execution. All education tools like school dress, note books, pens should be provided to the students. Steps for making active School based Student Council should be taken. Community based primary education should be initiated at Char areas. School based designated peon, guard should be appointed. PTI teachers should be appointed in schools of rural areas. Distinguished salary range for primary school teachers must be ensured. To reduce urban-rural discrimination, the teachers of the very rural should provide some special incentives. The complete execution of National Education Policy (NEP) 2010 as soon as possible. By regular monitoring by the government in primary schools, the development report of the schools should be analyzed to take necessary steps. The posting to teachers should be maintained as per rules. Posting of female teachers should have a special thought with their advantages. The UDC-NSA, civil society and education related official should collaborate foretold ideas to form relevant task for the upgrading of quality primary education.

Conclusion

Primary education in Bangladesh is compulsory and by the amendment of the constitution, facilitating education for all was vivified. Equity based quality primary education needs to be provided within the year of 2015 to very children of Bangladesh. After World Conference on Education for All, held in March 1990 in Jomtein, the government is determined to fulfill this commitment to the international forum and also meeting the constitutional obligation of ensuring universal and free compulsory primary education to all the children. Several initiatives have been taken for the development of primary education and achieving within the time limit, but those initiatives are not adequate enough. Apart this, open schools for poor and deprived children also launched as platform to get the second chance of education. Although there are eleven types of primary schools in the country and they varies from management to curriculum, the government only monitors four types of primary schools. This should also be stated that education system of the government is centralized yet and there are lots of miscommunications and mal-coordination between Upazilla level and central level. Actually this is the true status of Bangladeshi primary education. To judge overall view, the gender equity and high admission rate in primary school are satisfactory but the whole literacy rate and quality education have to be improved a lot. We should concentrate on enriching the quality of primary education and for that reason all needed recommendations are required to be executed properly. For validating these, the officials of primary education of the government should have conscious and protective attitudes. If the foreground of our primary education is not strong enough, all the achievements of our nation will be lost in time. Therefore, our primary education should be addressed as the most prominent aspect for us, against all odds. Every citizen of our country should be aware of his/her responsibility to signify the intense and perfect environment of education. From our national to social life era, primary education must be prevailed as the topmost one. In concluding remark, it can be affirmed, education is one of the basic human rights and this announcement was outspoken over 65 years ago. In December 10, 1948 - , the United Nations (UN) declared a dignified document - the Universal Declaration of Human Rights. Article 26 of the Declaration remarks commitments to education for all. Education is the right of every citizen. It was announced - Everyone has the right to education. Education shall be free, at least in the elementary and fundamental stages. Elementary education should be compulsory and unitary. The Peoples Republic of Bangladesh is a member of the United Nations. So the country Bangladesh needs to accomplish the commitment as a member of United Nations. Political willingness of the government, heartily efforts of educational administrative official and the support of mass people can make this commitment realizable.

References:
Constitution of the peoples republic of Bangladesh. 1998. Government of the Peoples Republic of Bangladesh. Ministry of Law, Justice and Parliamentary Affairs, Bangladesh Secretariat, Dhaka. Education Watch Report. 2007. The State of primary education progress & challenges. CAMPE, UPL, Dhaka Haq, M. Emdadul. 2004. The need for right education. Jujona. Department of Poltiical Science, University of Chittagong. Islam, S. et al (eds), 2003, Banglapedia, national encyclopedia of Bangladesh. Vol 3,8,10 &13, Asiatic Society of Bangladesh, Dhaka. Avgiv Kx aibi wkv PvB- GKwU weK fvebv| BbwwUDU Ad GbfvqibgU Av WfjcgU (AvBBwW), XvKv; 2007 cv_wgK wkvq weivRgvb eveZv Ges gvbmZ wkv ARb KiYxq gvt gvRvwn`yj Bmjvg bqb| evsjv`k cv_wgK wkvi Aev AMMwZ I Pvjmg~n| mgxiib bv_ I Avng` gvkZvK ivRv Payix| 2009; MYmviZv Awfhvb| gvV-MelYv, KzwoMvg (2012) GWzKkb IqvP wicvU 2008; MYmviZv Awfhvb, XvKv; 2009 mviZv I AenZ wkv Kvhg eevcbv: ivk`v K Payix(mv`bv), MYmviZv, XvKv; 2005 mvgvwRK wbixv cwZe`b 2011| mykvmbi Rb cPvivwfhvb (myc)| RvZxq wkvbxwZ- 2010; wkvgbvjq, XvKv RxweKv, Gb Gm G cK, Advg| wkv LvZ HwZnvwmK msvi I hyMvKvix cwieZb; byij Bmjvg bvwn`, wkvgbvjq, XvKv, 2012 Web Links: http://rezwanul.blogspot.com/2009/11/proposed-education-policy-in-bangladesh.html http://www.ibe.unesco.org/en.html http://www.indexmundi.com/facts/bangladesh/pupil-teacher-ratio www.undp.org.bd/projects/prodocs/.../Situation%20analysis_education.pdf