Govt must shore up issues for universal education system – New Age BD

Analysis of Educational Enrollment Trends and Alignment with Sustainable Development Goals

An analysis of recent educational data reveals a significant shift in student enrollment from general education to madrassah education at the secondary to tertiary levels. This trend presents challenges and opportunities related to the achievement of the Sustainable Development Goals (SDGs), particularly SDG 4 (Quality Education), SDG 1 (No Poverty), SDG 8 (Decent Work and Economic Growth), and SDG 10 (Reduced Inequalities).

Enrollment Data Overview (2020-2024)

Official statistics indicate a stagnation in general education enrollment alongside a consistent increase in madrassah enrollment.

• General Education (Secondary to Tertiary):
  1. 2020: 4,635,121
  2. 2021: 4,736,962
  3. 2022: 4,832,170
  4. 2023: 5,093,891
  5. 2024: 4,926,266
• Madrassah Education (Secondary to Tertiary):
  1. 2020: 2,553,439
  2. 2021: 2,657,252
  3. 2022: 2,762,277
  4. 2023: 2,758,504
  5. 2024: 2,796,191

Key Drivers Impacting SDG 4 Targets

Several socio-economic factors have been identified as primary drivers for this enrollment shift, directly impacting the goal of ensuring inclusive and equitable quality education for all.

• Economic Disparity and Poverty (SDG 1): The high cost of general education is a significant barrier. The Education Watch 2023 report noted a 51% increase in secondary education expenses, largely due to private tuition and supplementary materials. In contrast, the lower cost of madrassah education makes it a more accessible option for families facing poverty.
• Socio-Economic Impact of COVID-19: Research suggests the pandemic exacerbated existing economic hardships, influencing families’ educational choices. The prolonged closure of general institutions while some madrassahs remained open may have also contributed to the shift.
• Influence of Social Philosophies: A growing adherence to philosophies espoused by certain political groups in rural areas is cited as a motivational factor for choosing madrassah education.

Implications for SDG Alignment

This trend has direct implications for national progress on several SDGs. The divergence between educational streams may create disparities in learning outcomes and employment opportunities, challenging the principles of SDG 4 (Quality Education) and SDG 10 (Reduced Inequalities). Ensuring that all educational systems provide skills relevant for sustainable livelihoods is crucial for achieving SDG 8 (Decent Work and Economic Growth).

Policy Recommendations for Achieving Educational SDGs

To address these challenges and advance the 2030 Agenda for Sustainable Development, a multi-faceted policy approach is required.

1. Enhance Public Investment in General Education: To counteract the high costs and make education more accessible, increased government spending on schools and colleges is necessary. This aligns with SDG 4’s target to ensure free, equitable, and quality primary and secondary education.
2. Curriculum Modernization and Regulatory Oversight: Madrassah education curricula should be upgraded to ensure graduates are equipped with skills for productive employment, contributing to SDG 8. Enhanced government oversight can help standardize quality across all educational streams.
3. Develop a Uniform, Mass-Oriented Education System: The ultimate objective should be the establishment of a single, inclusive educational framework as envisioned by the constitution. Such a system would directly support SDG 10 by reducing educational inequalities and promote the universal right to education central to SDG 4.

Analysis of SDGs, Targets, and Indicators

1. Which SDGs are addressed or connected to the issues highlighted in the article?

• SDG 1: No Poverty

  The article directly links the shift in student enrollment to an “increase in poverty,” stating it has “forced some to send their children to madrassahs, where the expense is low, whilst some others have sent their children to work.” This highlights how poverty is a direct barrier to accessing certain types of education.

• SDG 4: Quality Education

  This is the central theme of the article. It discusses enrollment numbers in different educational streams (general vs. madrassah), the cost of education, and the need for a “uniform, mass-oriented system of education.” It also calls for “curriculum upgrades” in madrassah education to ensure graduates can find productive jobs, directly addressing the quality and relevance of education.

• SDG 8: Decent Work and Economic Growth

  The article mentions that growing poverty has led some families to send their children into “child labour” instead of school. This directly connects the economic situation to the issue of child labour, which is a key concern of SDG 8.

• SDG 10: Reduced Inequalities

  The disparity in cost between general and madrassah education creates an economic barrier, leading to inequality in educational opportunities. The article notes that “education in schools and colleges is more expensive compared with that in madrassahs,” creating a two-tiered system based on economic status. The call for a “uniform, mass-oriented system” and making education “less expensive” are measures aimed at reducing these inequalities.

2. What specific targets under those SDGs can be identified based on the article’s content?

1. Under SDG 4 (Quality Education):
   • Target 4.1: “By 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education…” The article’s recommendation to “extend free and compulsory education to all children up to a level” and create a “uniform, mass-oriented system” directly aligns with this target of providing free and equitable education.
   • Target 4.3: “By 2030, ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education…” The article highlights the “high cost of general education” from the secondary to the tertiary level as a major barrier, making affordability a key issue for equal access.
   • Target 4.5: “By 2030, eliminate gender disparities in education and ensure equal access to all levels of education… for the vulnerable… and children in vulnerable situations.” The article identifies children from impoverished families as a vulnerable group whose educational path is determined by economic hardship rather than choice, pointing to a lack of equal access based on socio-economic status.
2. Under SDG 1 (No Poverty):
   • Target 1.a: “Ensure significant mobilization of resources… to support programmes and policies to end poverty…” The article’s call for the government to “spend more on schools and colleges to make education less expensive” is a direct appeal for resource mobilization to implement policies that mitigate the impact of poverty on education.
3. Under SDG 8 (Decent Work and Economic Growth):
   • Target 8.7: “Take immediate and effective measures to… end child labour in all its forms.” The article explicitly identifies “child labour” as a consequence of poverty, where children are sent “to work amidst growing poverty” instead of attending school.
4. Under SDG 10 (Reduced Inequalities):
   • Target 10.2: “By 2030, empower and promote the social, economic and political inclusion of all, irrespective of… economic or other status.” The high cost of general education is shown to be an exclusionary factor based on economic status. The proposed “uniform, mass-oriented system of education” is a policy aimed at promoting inclusion.

3. Are there any indicators mentioned or implied in the article that can be used to measure progress towards the identified targets?

1. Explicitly Mentioned Indicators:
   • Enrollment numbers in different education systems: The article provides precise figures for student enrollment in general and madrassah education from 2020 to 2024 (e.g., in 2024, 4,926,266 students in general education vs. 2,796,191 in madrassah education). This data serves as a direct indicator for tracking educational choices and access related to SDG 4.
   • Cost of education: The article cites a report stating that “secondary education expenses have increased by 51 per cent.” This percentage increase is a specific indicator of the affordability of education, relevant to SDG 4.3.
2. Implied Indicators:
   • Poverty rate: The article cites “an increase in poverty” as a primary cause. The national poverty rate would be the corresponding indicator to measure the underlying problem addressed by SDG 1.
   • Prevalence of child labour: The mention of “child labour” implies the need to measure the “proportion and number of children engaged in child labour,” which is the official indicator for SDG Target 8.7.
   • Public expenditure on education: The recommendation for the government to “spend more on schools and colleges” implies that the level of public spending on education is a key indicator for measuring commitment to making education affordable and equitable (relevant to SDG 1.a and SDG 4).
   • Student outcomes/employability: The call for “curriculum upgrades” so that students “may land jobs that are beneficial for their sustenance and productive for the country” implies the need for indicators measuring the relevance of education, such as youth employment rates disaggregated by educational background. This relates to the goal of “relevant and effective learning outcomes” in SDG Target 4.1.

4. Summary Table of SDGs, Targets, and Indicators

Source: newagebd.net