Are our schools inherently designed to fail? – The Daily Star

Analysis of Bangladesh’s Secondary Education System in the Context of Sustainable Development Goal 4

The secondary education system in Bangladesh is facing significant challenges that impede the nation’s progress towards achieving Sustainable Development Goal 4 (SDG 4), which aims to ensure inclusive and equitable quality education for all. Systemic dysfunctions, revealed in recent data, highlight a substantial gap between national commitments and educational outcomes.

Key Findings on Educational Attainment

A recent Multiple Indicators Cluster Survey (MICS) conducted by the Bangladesh Bureau of Statistics provides critical data on the state of secondary education, revealing a failure to meet key targets related to SDG 4.

• Completion Rates: Only 44 percent of secondary school-age children complete education up to class ten. This contrasts sharply with the 84 percent completion rate at the primary level.
• High Dropout Rate: More than half of the nation’s young people do not attain a secondary education qualification.
• Equity Gaps: The report identifies significant disparities in educational access and completion based on income, gender, and geographical location, directly contravening the SDG 4 principle of inclusivity.
• Focus on Participation: The survey statistics measure school participation rather than the quality of learning or competency acquisition, which are central components of the SDG 4 agenda.

Alignment with Sustainable Development Goal 4

Bangladesh has committed to the international goal of providing equitable, inclusive, and quality secondary education for all children by 2030. However, a significant mismatch exists between this stated objective and the current policy framework.

• Lack of Strategic Planning: Unlike primary education, which is supported by a compulsory education law, there is no comprehensive national plan, timeframe, or strategy dedicated to achieving universal secondary education in line with SDG 4.
• Policy Incoherence: The absence of a public obligation to provide quality secondary education has resulted in haphazard policies and inconsistent management, creating a major gap in student participation between the primary and secondary stages.

Systemic Challenges Impeding SDG 4 Progress

Several structural and operational deficiencies prevent the secondary education system from achieving its goals. These challenges undermine efforts to provide quality education and create an equitable learning environment.

Governance and Funding

• Limited Government Support: Of approximately 20,000 secondary institutions, only 628 are fully supported by the government.
• Inadequate Subvention: 97 percent of schools receive government subventions for teacher salaries, which are widely considered insufficient to cover the required number and quality of teachers.
• Geographical Disparities: Remote areas, including coastal, hill, haor, and char locations, are particularly disadvantaged in receiving government support and attracting qualified teaching personnel, further violating the principle of equitable access under SDG 4.

Human Resources and Management

• Teacher Shortages: There is a chronic shortage of qualified teachers for core subjects such as English, mathematics, and science.
• High Vacancy Rates: Government schools report teacher vacancy rates as high as 20 percent. Staffing plans are often inadequate for student numbers.
• Leadership Deficit: A large number of headmaster positions remain vacant, weakening school management and accountability. In 2023, only 352 of 628 government secondary schools had a headmaster.
• Lack of Career Progression: The absence of a clear career path for teachers hinders the attraction and retention of talented professionals in the education sector.

Socio-Economic Implications and Equity Concerns

The systemic failures have effectively turned education into a commodity, accessible primarily to those who can afford it. This trend directly undermines SDG 4’s emphasis on free and equitable education and exacerbates inequalities, a concern also addressed by SDG 10 (Reduced Inequalities).

• Reliance on Private Support: An estimated 75 percent of students utilize private tutors, and 93 percent depend on commercial guidebooks for exam preparation.
• Increased Financial Burden: This dependency on paid support services indicates that classroom teaching is insufficient and places a significant financial strain on families, creating barriers for students from lower-income households.

Current Initiatives and Recommendations

In response to these long-standing issues, the Ministry of Education has initiated a process to formulate reforms. A 10-member consultative committee has been established to address the challenges in secondary education.

1. Examine prevailing teaching-learning, training, and management structures.
2. Consult with various stakeholders to gather comprehensive input.
3. Present necessary recommendations for improving the quality and standard of teaching, learning, and management.

The committee’s work is intended to create an actionable agenda for the next elected government, aiming to reverse the legacy of neglect and align the secondary education system with the targets of Sustainable Development Goal 4.

Sustainable Development Goals (SDGs) Addressed in the Article

The article primarily addresses issues related to the following Sustainable Development Goals:

• SDG 4: Quality Education: This is the central theme of the article. It is explicitly mentioned by name and number: “The international goal for developing countries, according to the Sustainable Development Goals for education (SDG4), is to ensure equitable, inclusive and quality education up to secondary level for all children by 2030.” The entire text revolves around the failures and challenges in achieving this goal in Bangladesh, focusing on secondary education completion rates, quality of teaching, and systemic inefficiencies.
• SDG 10: Reduced Inequalities: The article repeatedly highlights significant disparities in educational access and outcomes. It states that the Multiple Indicators Cluster Survey (MICS) report “shows income-based, gender-based and geographical disparities.” It further elaborates on “disparities and discrimination in the distribution of schools and provisions for support between urban and rural areas,” particularly disadvantaging remote locations. This directly connects to the goal of reducing inequalities within a country.
• SDG 5: Gender Equality: While not the main focus, this goal is relevant due to the mention of “gender-based… disparities” in the completion of secondary education. This indicates that gender is a factor in the inequality of educational opportunities, which is a key concern of SDG 5.

Specific SDG Targets Identified

Based on the article’s content, the following specific SDG targets can be identified:

1. SDG Target 4.1

   “By 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes.”

   Explanation: The article directly addresses this target by highlighting Bangladesh’s failure to achieve it. It cites the MICS survey finding that “only 44 percent of the secondary school-age children complete secondary education up to class ten.” It also contrasts the high primary completion rate (84%) with the low secondary completion, pointing to a “large gap… between primary and secondary stages” and noting that Bangladesh “has no plan or programme with a time frame and strategy prepared for this purpose.”

2. SDG Target 4.5

   “By 2030, eliminate gender disparities in education and ensure equal access to all levels of education and vocational training for the vulnerable, including persons with disabilities, indigenous peoples and children in vulnerable situations.”

   Explanation: This target is relevant as the article explicitly points out “income-based, gender-based and geographical disparities.” It also details how children in remote areas like “coastal and hill locations, haors and chars, are particularly at a disadvantage,” which speaks directly to ensuring equal access for children in vulnerable situations and locations. The fact that education has become a “commodity” where “only those who can pay can claim it” underscores the severe income-based disparity in access.

3. SDG Target 4.c

   “By 2030, substantially increase the supply of qualified teachers, including through international cooperation for teacher training in developing countries, especially least developed countries and small island developing States.”

   Explanation: The article extensively discusses the teacher crisis, which is the focus of this target. It mentions “chronic shortages of qualified subject teachers for English, math, science,” “significant vacancies in teaching positions” (20% in government schools), and an inadequate “staffing plan.” Furthermore, it points to a lack of professional motivation, noting that “teachers do not have a career path,” which is a major obstacle to attracting and retaining qualified professionals in the teaching workforce.

Indicators for Measuring Progress

The article mentions or implies several indicators that can be used to measure progress towards the identified targets:

• Secondary Education Completion Rate: The article provides a direct statistic: “only 44 percent of the secondary school-age children complete secondary education up to class ten.” This is a key indicator for measuring progress towards Target 4.1.
• Primary Education Completion Rate: The figure “84 percent of children complete primary education” is used as a baseline to highlight the drop-off at the secondary level, serving as an indicator for the primary stage of Target 4.1.
• Gross Enrolment and Dropout Rates: The article states, “The secondary gross enrolment rate is about 70 percent, of whom over one-third drop out before completing SSC.” Both enrolment and dropout rates are critical indicators of the education system’s efficiency and ability to retain students, relevant to Target 4.1.
• Data Disaggregation by Equity Markers: The mention of “income-based, gender-based and geographical disparities” implies the use of indicators disaggregated by these factors to track progress on Target 4.5. The article points out the need to measure the gap in educational access and outcomes between urban and rural/remote areas.
• Teacher Vacancy Rate: The statistic that “government schools have 20 percent vacancies” and the mention of a “large number of headmaster positions remain[ing] vacant” are direct indicators of the shortage of teachers and school leadership, which is relevant to Target 4.c.
• Reliance on Private Tutoring and Commercial Materials: The findings that “three-fourths of the students… go to private tutors” and “93 percent rely on commercial guidebooks” are powerful proxy indicators for the lack of quality in classroom teaching. They measure the extent to which the formal education system is failing to provide effective learning (Target 4.1) and the financial burden placed on families, which is an equity issue (Target 4.5).

Summary of SDGs, Targets, and Indicators

Source: thedailystar.net