Literacy: Bangladesh context and the way forward
Prof. Quazi Faruque Ahmed
September 8 was the International Literacy Day. The decision to celebrate a day highlighting literacy was taken at the meeting of Education Ministers In Teheran in 1965 on 8th September. The member countries of the United Nations began observing the day from 1966. This year it was the 50th day of its celebration and naturally was termed as Golden Jubilee. Almost week-long programmes have been organized by the government, teachers unions, and non-govt organizations in Bangladesh marking the day. The main theme of the national programmes organized by the Ministry of Primary and Mass Education is: Know the Past, Build the Future.
The United Nations Educational, Scientific and Cultural Organization (UNESCO) defines literacy as the ability to identify, understand, interpret, create, communicate and compute, using printed and written materials associated with varying contexts. Literacy involves a continuum of learning in enabling individuals to achieve their goals, to develop their knowledge and potential, and to participate fully in their community and wider society.
7th Five Year Plan Literacy: The 7th Five Year Plan of Bangladesh launched at the end of last year, 2015 mentions literacy as a basic tool. To quote from its document: Literacy is a basic tool for all individuals, regardless of age, should possess. It is an effective instrument of social change that empowers individuals with the essential skills of numeracy, communication and problem solving. Non-formal Education (NFE) especially literacy and continuing education for adults and youths including life skills and livelihood skills development, is considered as the process of empowerment that contributes to human resource development and poverty reduction. It further says, the goal of the 7th FYP will be to completely eliminate illiteracy as outlined in the NEP. In addition, a mechanism supporting second chance schooling will be considered. It will serve as a remedial programme for workers who dropped out of school to enter the labour market. Bangladesh has received a number of international awards for achievements in this sector, but realizes that there is still more to be done.
It is needless to say that Bangladesh has a number of achievements and accomplishments in education particularly in primary education, which include development of the curricula after more than a decade, recruitment of teachers, expansion of the training facilities, introduction of Diploma in Education replacing previous Certificate in Education, almost cent percent enrolment at the primary and post primary level where girls outpace boys, introduction of pre-primary education, etc. But the teacher-student ratio and the number of teachers are lagging behind the international standard and fall short of the provisions o f NEP2010. But virtually not very tangible thing has been done in regard to literacy. One may not agree fully with the points raised very recently in the UNESCO global report of 2016 under publication, but many will agree on the deficiencies and the need for doing something more in the area.
Concern and appreciation in the global report: According to the report, Bangladesh is expected to achieve universal primary education in 2055 and universal lower secondary education in 2075. While universal upper secondary education not until the next century, the GEM report showed the potential for education to propel progress towards all global goals outlined in the new 2030 Agenda for Sustainable Development (SDGs). It also showed that education needs a major transformation to fulfill that potential and meet the current challenges facing humanity and the planet. Schools, communities and businesses (in Bangladesh) all need to think about how they are making sure young people have the skills and knowledge to make the move to greener industries and greener ways of living, Aaron Benavot, Director of the GEM Report, told in response to Bangladesh specific questions. Bangladesh is one of the worlds most populous and most flood-prone countries and climate experts project that by 2050, 27 million people will be at risk from sea level rise. With increasing frequency of floods, many environmental migrants from rural areas become slum dwellers in Dhaka, the densely populated capital. Unsurprisingly, the school system is routinely affected by climate-related challenges, Kate Redman, Communications and Advocacy Specialist of GEM Report. Now, more than ever, education has a responsibility to be in gear with 21st century challenges and aspirations, and foster the right types of values and skills that will lead to sustainable and inclusive growth, and peaceful living together. Yet only 6 per cent of adults in the poorest countries, and less than 1 per cent in Bangladesh have ever attended literacy programmes.
The report, however, appreciated the training manual on climate change. It said, in Bangladesh, after the National Curriculum and Textbook Board prepared and endorsed a school manual on climate change and health protection,1,515 students in 30 schools received classroom training based on the manual while 1,778 students in 30 control schools received a leaflet on climate change and health issues instead.
Six months later, results of a post intervention test performed at both schools showed that the training led to dramatic increases in childrens knowledge of the topic.
Over the past several decades, global literacy rates have significantly increased. The main reasons for such an upward trend stems from the evolution of the educational system of many developing countries, and an increased acknowledgement of the importance of education to these societies in their respective entireties. Still, many nations are struggling with the provision of educational resources to better their populaces, building the necessary infrastructure it requires and ensuring regular enrollment of students within their schools. Nonetheless, even those countries lagging well behind global norms realize how necessary it is to supply high quality education to the masses in order to compete and succeed in the global market.
UNESCO Global Monitoring Report 2006: The UNESCO Global Monitoring Report (GMR) 2006 was dedicated to literacy with the caption, Literacy for Life. It says, Literacy is a right and the foundation for all further learning. Literacy gives people the tools, knowledge and confidence to improve their livelihoods, to participate more actively in their societies and to make informed choices. In todays knowledge economies, literacy skills are more vital than ever.
Bangladesh context: It is very much true that literacy is traditionally understood as the ability to read, write, and use arithmetic. The modern terms meaning has been expanded to include the ability to use language, numbers, images, computers, and other basic means to understand, communicate, gain useful knowledge and use the dominant symbol systems of a culture.
The concept of literacy is expanding in OECD countries to include skills to access knowledge through technology and ability to assess complex contexts. But what is the Bangladesh context? How much are we spending on skill development through education? According to Global Education Digest 2015, Bangladeh spends 2.0 of GDP and 13.8 of total govt. expenditure on education whereas Bhutan spends 6.0 0f GDP and 17.8 of total expenditure. In cases of India and Nepal those are 3.8 and 4.7 of GDP and 14.1 and 22.1 of total expenditures respectively.
It is high time that we overhaul our system for better output and to keep pace with the international community in the arena of human development with particular stress on achieving cent percent literacy linked with competency development at world standard.
The writer is member, National Education Policy Committee Chairman, Initiative for Human Development (IHD). E-mail: [email protected]
