A uniform education system is prevalent at the primary level in most countries around the world. Under such systems, all students follow the same textbooks and receive the same type of education. However, Bangladesh is an exception. At least 11 types of educational institutions exist at the primary level in the country. The curriculum varies depending on the type of institution. Including both government-recognized and unrecognized institutions, at least five types of curriculums are followed in Bangladesh’s primary education sector. Despite the 2010 National Education Policy recommending a uniform curriculum under a one-track system for primary education, it has not been implemented even after more than a decade.
This variation in the types of institutions and curriculums at the primary level creates significant disparities in the knowledge and skills acquired by students at the beginning of their educational journey. Stakeholders in the education sector also claim that this contributes to increased social inequality.
Currently, the major types of primary-level educational institutions in Bangladesh include government primary schools, private primary schools, kindergartens, primary sections attached to high schools, Ebtedayee madrasas, Ebtedayee madrasas attached to high madrasas, NGO-run schools, NGO-run education centers, Child Welfare Trust schools, Qawmi madrasas, and English medium schools.
Among these, government primary schools and primary sections attached to government high schools strictly follow the government curriculum. It is commonly referred to as the general education curriculum. Private primary schools, kindergartens, and NGO-run schools teach additional subjects alongside the textbooks under the general education curriculum. Ebtedayee madrasas and those attached to high madrasas follow a separate government-set curriculum. It is known as the general madrasa curriculum and places special emphasis on religious education. Meanwhile, Qawmi madrasas and English medium schools follow their own unique curriculums. The evaluation systems in these two types of institutions also differ entirely. Qaumi madrasas focus primarily on Quran and Hadith studies, while English medium schools adhere to foreign curriculums.
Education experts are saying that these differences result in disparities in the levels of knowledge and skills attained by students upon completing primary education. Moreover, social inequality is also exacerbating.
Stakeholders believe that bridging the gaps in knowledge and skills caused by differences in institutional types and curriculums is imperative. They emphasize that implementing a unified education system is essential to reducing social inequality and fostering national unity.
Professor Dr. Md Abdus Salam of the Institute of Education and Research at the University of Dhaka told Bonik Barta, “The foundation of a child’s thinking and skills are established at the primary level. If there is division in primary education, its impact is felt in every aspect of life. Observing the current primary education system, we see significant differences in the thinking and skills of students from government primary schools, madrasas, kindergartens, and English medium schools. Additionally, some of these institutions have high educational costs, while others are relatively low. As a result, the social and economic inequalities in the country confront a student as early as their enrollment in primary school. For these reasons, if we want to foster national unity and eliminate disparities, we must implement a one-track education system and ensure free primary education up to the eighth grade.”
According to the Annual Primary School Census (APSC) 2023, there are currently 114,630 primary-level educational institutions in Bangladesh, where approximately 19,713,685 students are enrolled. Among these, 65,567 government primary schools have 10,985,815 students, 6,134 private schools have 837,888 students, 4,425 Ebtedayee madrasas have 682,855 students, 26,461 kindergartens have 4,873,375 students, 3,307 NGO-run schools have 536,161 students, 2,909 high school-affiliated Ebtedayee madrasas have 481,199 students, 1,892 high school-attached primary schools have 804,035 students, 203 Shishu Kalyan Trust schools have 30,346 students, 2,237 NGO-run education centers have 276,504 students, and 1,495 other institutions have 205,507 students. However, this report does not include information on Qawmi madrasas and English medium schools.
Alongside education experts, primary school teachers in Bangladesh have long been advocating for a unified education system. In this regard, Mustafizur Rahman Shaheen, General Secretary of the Bangladesh Primary Teachers’ Association, told Bonik Barta, “There are specific levels of skills and knowledge appropriate for students’ ages. The national education curriculum has been designed with this in mind. However, due to the existence of various types of educational institutions in our country, it has not been possible to bring everyone under this curriculum, nor have we achieved the desired national competency standards. Social inequalities are also increasing. For these reasons, we have been calling for a unified education system at the primary level for a long time, but no effective measures have been taken in this regard. To ensure national development and the proper socialization of children, a unified education system is essential in our country. The government must take the initiative to implement this through legislative measures.”
The disparity in students’ competencies across institutions has also been highlighted in research conducted by the National Academy for Primary Education (NAPE). According to a research report published in December 2023, students in government primary schools lag behind kindergarten students in reading and mathematical skills. The study revealed that, based on a maximum score of 25 in Bengali reading, kindergarten students had an average proficiency score of 16, compared to 14.3 for students in government primary schools. In mathematics, with a total score of 20, kindergarten students achieved an average score of 9.5, while government primary school students scored an average of 8.2.
Regarding the implementation of a unified education system, Professor AFM Sarwar Jahan, Member (Primary Curriculum) of the National Curriculum and Textbook Board (NCTB), told Bonik Barta, “Parents and students choose institutions they perceive to be conducive to achieving their desired career goals. The 2010 education policy mentioned a unified education system and proposed making primary education compulsory for all up to the eighth grade. I believe that if we make certain subjects mandatory for everyone up to the eighth grade and allow students to choose their preferred subjects from the ninth grade onwards, a unified education system can be achieved. Under this system, there will be no division into streams like science, commerce, and humanities in the ninth grade. Instead, subjects from various fields, including science, commerce, humanities, and religious studies, will be available, allowing students to choose based on their interests. For example, a student interested in studying physics and chemistry can also take economics, or someone interested in history can simultaneously study religious subjects. Such systems are prevalent in many developed countries. If we can adopt a similar approach, implementing a unified education system in our country will become feasible.”
To build an equitable state, addressing disparities in the education sector is essential, according to Rasheda K Choudhury, Executive Director of Campaign for Popular Education (CAMPE) and former Adviser to the caretaker government. Speaking to Bonik Barta, she said, “Currently, there are two major areas of inequality in primary education in our country. One is in terms of allocation, and the other is in terms of quality. The situation has reached a point where the more money a parent can spend, the better quality education their child receives. On the other hand, children of parents who cannot afford to spend money fall behind in education. It is impossible to eliminate inequality in the state while maintaining such disparities in education.”
She further stated, “We have been advocating for a unified education system for a long time. But the government did not take initiatives to implement it back then. Now, the number of various types of educational institutions has increased so much that bringing them under a single system has become nearly impossible. In this situation, even if it is not feasible to establish a fully unified education system, it is essential to bring English-medium, religious, and mainstream institutions to a minimum common standard. Efforts were made in the education policy and curriculum to address this, proposing five common subjects across all institutions, but the lack of monitoring prevented its implementation. We believe the government should focus on three key priorities in the education sector. First, ensuring free and compulsory education up to grade eight, which would reduce inequalities between rich and poor students in primary education. Second, increasing investment in education. Third, establishing adequate monitoring mechanisms. Additionally, considering inflation, the stipend for students should be raised to at least BDT 500. Implementing these measures could bring about positive changes in the education sector.”