Advances in Social Sciences Research Journal – Vol.4, No.

15
Publication Date: Aug. 25, 2017
DoI:10.14738/assrj.415.3499.
Al Noor, M. (2017). Education System and Its Importance in the Context of Bangladesh Education System. Advances in Social
Sciences Research Journal, 4(15) 36-45.

Education System and Its Importance in the Context of

Bangladesh Education System
Dr. Masud Al Noor
Dept.of Apparel Manufacturing Management & Technology
Shanto-Mariam University of Creative Technology

ABSTRACT
Education is the back bone of the nation. Without proper education it cannot be
possible to make a wise nation. Bangladesh education system is not competitive in
terms of compare with international level. Lack of unified curriculum and skilled
teacher is the main factor to develop education sector and political illness is another
factor to improve those system. It is time to identify the problems and find out the
remedy. With a strong education system a highly qualified generation may emerge to
lead Bangladesh in realizing the dreams and goals of the nation. The paper presents a
significant analysis of education system of Bangladesh.

Key Words: Education System, University Grants Commission, Higher Education, Quality
Assurance

INTRODUCTION
The education system in Bangladesh encompasses both formal and non-formal education. Both
types are available in a religious variant. Non-formal education encompasses organized,
structured learning that takes place outside of the school environment. Examples of this
include programmes aimed at tackling illiteracy, work related or talent development
programmes, such as company training and lifelong learning programmes, but also training
programmes for those who have left school without a qualification. Non-formal education is
provided at a variety of levels.

The Ministry of Education (MoE) and the Ministry of Primary and Mass Education (MoPME)
share responsibility for the entire education system, with the MoE responsible for all education
after primary education. This includes religious education (taught at Madrasahs) and technical
and secondary vocational education. The MoE prepares legislation and regulations, drafts
policies and carries out supervision of educational institutions. The MoPME is responsible for
primary education and non-formal education. University Grants Commission plays an advisory,
supervisory and regulatory role in respect of higher education in Bangladesh.

The Bangladesh Technical Education Board (BTEB) is responsible for the development of
technical and professional education. BTEB also organizes examinations for various
programmes and awards the certificates.

Established in 1992 to develop higher education at Degree colleges, the National University
formed an umbrella organization for all colleges offering general education programmes at
bachelor’s and master’s level. It is basically an affiliating institution which administrates
examinations and awards diplomas on behalf of its affiliated institutions.
The country’s official language is Bengali. The second (not official) language is English. Further
Urdu & hindi spoken by non-Bengali Muslims in Bangladesh. English is widely used in higher
education. Medium of instruction is English at both public and private universities. School
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Advances in Social Sciences Research Journal (ASSRJ) Vol.4, Issue 15 Aug-2017

attendance is compulsory from grades I to V, i.e. for the entire duration of primary education.
There are plans to extend compulsory schooling to grade VIII, meaning that it would also
include the junior years of secondary education.

METHODOLOGY
Both primary and secondary data source has been introduces to make the report. Interviews of
students in different types of educational institutions and teachers have also been undertaken
to complement literature review. Finally direct observation of performance of students from
diverse backgrounds at the higher levels added significantly to the study.

LITERATURE REVIEW
There has been success in increasing enrollment from 58% to 94.8% by 2010 (BANBEIS 2010)
which bodes well for attaining the target of 100% enrollment by 2015 set by the current
government keeping in line with UN. On the other hand, however, dismal figures in retention
mar this success and in conjunction with other major problems such as quality and standard
threaten to deflect achievement of desired goals (UNICEF, 2008). While trying to bring under
primary education the remaining 3.3 million out-of-school children the government should
ensure that quality is not compromised.

Furthermore, it may be noted that there has been a total lack of uniformity in the curriculum
followed by educational institutions in Bangladesh despite being mandated by the constitution
of the country. Article 17 of the constitution states: The state shall adopt effective measures for
the purpose of – a) establishing a uniform, mass-oriented and universal system of education
and extending free and compulsory education to all the children to such stage as may be
determined by law; b) relating education to the needs of society and producing properly
trained and motivated citizens to serve those needs. c) Removing illiteracy within such time as
may be determined by law.(The Constitution of the People’s Republic of Bangladesh, 2000)
Before proceeding further the goals of education in Bangladesh need to be reviewed. Each
commission set out building up their policy based on some preset ideals or goals. The first
commission was the Kudrat-i-Khuda Commission of 1972. This is of highest significance as the
education policy of this commission has been the basis for all future endeavors. The Kudrat-i-
Khuda commission spelled out its purpose concisely thus: “To develop and nurture the child’s
moral, mental and social personality; to bring up the child as a patriotic, responsible, inquiring
and law-abiding citizen, and develop in him/her love for justice, dignity, labour, proper
conduct and uprightness; to learn to read and write in the mother tongue and to be able to
count and calculate; to be able to acquire the fundamental knowledge and skills needed for a
future citizen; to prepare for the next stage of higher education.” (Education Commission,
1974).

THE EDUCATION SYSTEM

The main education system is divided into three levels:
• Primary Level (Class 1–8)
• Secondary Level (Class 9–12)
• Tertiary Level

At all levels of schooling, students can choose to receive their education in English or Bangla.
Private schools tend to make use of English-based study media while government-sponsored
schools use Bangla.

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Al Noor, M. (2017). Education System and Its Importance in the Context of Bangladesh Education System. Advances in Social Sciences Research
Journal, 4(15) 36-45.

Primary education
The overall responsibility of management of primary education lies with the Ministry of
Primary and Mass Education (MOPME), set up as a Ministry in 1992. While MOPME is involved
in formulation of policies, the responsibility of implementation rests with the Directorate of
Primary Education (DPE) headed by a Director General. The Directorate of Primary Education
(DPE) and its subordinate offices in the district and upazila are solely responsible for
management and supervision of primary education. Their responsibilities include recruitment,
posting, and transfer of teachers and other staff; arranging in-service training of teachers;
distribution of free textbooks; and supervision of schools. The responsibility of school
construction, repair and supply of school furniture lies with the DPE executed through the
Local Government Engineering Department (LGED). The National Curriculum and Textbook
Board (NCTB) is responsible for the development of curriculum and production of textbooks.
While the Ministry of Education (MOE) is responsible for formulation of policies, the
Directorate of Secondary and Higher Education (DSHE) under the Ministry of Education is
responsible for implementing the same at secondary and higher education levels. The NCTB is
responsible for developing curriculum and publishing standard textbooks.

The Directorate of Primary Education (DPE) is responsible for conducting the two public
examinations:
• Primary School Certificate (PSC) (5th grade)
• Junior School Certificate (JSC) (8th grade)

Secondary education
The secondary level of education is controlled by the eight General Education boards:
• Barisal Education Board for Barisal Division
• Chittagong Education Board for Chittagong Division
• Comilla Education Board for Comilla Division
• Dhaka Education Board for Dhaka Division and Mymensingh Division
• Dinajpur Education Board for Rangpur Division
• Jessore Education Board for Khulna Division
• Rajshahi Education Board for Rajshahi Division
• Sylhet Education Board for Sylhet Division

The boards' headquarters are located

in Barishal, Comilla Chittagong, Dhaka, Dinajpur Jessore, Rajshahi and Sylhet.

Eight region-based Boards of Intermediate and Secondary Education (BISE) are responsible for
conducting the two public examinations:
• Secondary School Certificate (SSC) (10th grade)
• Higher Secondary School Certificate (HSC) (12th grade)

At the school level, in the case of non-government secondary schools, School Management
Committees (SMC), and at the intermediate college level, in the case of non-government
colleges, Governing Bodies (GB), formed as per government directives, are responsible for
mobilizing resources, approving budgets, controlling expenditures, and appointing and
disciplining staff. While teachers of non-government secondary schools are recruited by
concerned SMCs observing relevant government rules, teachers of government secondary
schools are recruited centrally by the DSHE through a competitive examination.

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Advances in Social Sciences Research Journal (ASSRJ) Vol.4, Issue 15 Aug-2017

In government secondary schools, there is not an SMC. The headmaster is solely responsible
for running the school and is supervised by the deputy director of the respective zone. Parent
Teachers Associations (PTAs), however, exist to ensure a better teaching and learning
environment.

Tertiary education
At the tertiary level, universities are regulated by the University Grants Commission.The
colleges providing tertiary education is under the National University. Each of the medical
colleges is affiliated with a public university. Universities in Bangladesh are autonomous
bodies administered by statutory bodies such as Syndicate, Senate, Academic Council, etc. in
accordance with provisions laid down in their respective acts.

Madrasha Education
The Madrasah Education System focuses on religious education, teaching all the basics of
education in a religious environment. Religious studies are taught in Arabic and the students in
some areas also serve the local area masjids. Students also have to complete all the courses
from the General Education System. Many privately licensed Madrasas take in homeless
children and provide them with food, shelter and education, e.g. Jamia Tawakkulia Renga
Madrasah in Sylhet. In the Madrasah Education System there are two systems:
One, called the "Quomi" Madrasah system is privately owned and funded and is run according
to the Deobandi system of Islamic education, which rejects the rational sciences.

The other, called the "Alia" madrasah system, is privately owned but subsidised by the
government (the government spends 11.5% of its education budget on alia madrasahs, paying
80% of teacher and administrator salaries).[10] Quomi madrasahs account for 1.9% of total
primary enrollment and 2.2% of secondary enrollment; aliyah madrasahs account for 8.4% of
primary and 19% of secondary enrollment.[12] The alia system is like the general education
system, except that Arabic is taught in addition to general education. The Madrasah Education
Board covers religious education in government-registered Madrasahs in the secondary level.
After passing "Alim", a student can enroll for 3 additional years to obtain a "Fazil" level.
Students can go for further general education and earn a university degree. After passing
successfully, they can further enroll for another 2 years to obtain a "Kamil" level degree.

The following table -1 provides a statistical comparison of the "Quomi" and "Alia" madrasah
systems.
Profile of Madrasahs Education in
Bangladesh
Number of private (Quomi) Madrasahs 13,902
Number of government-funded (Alia) 6906
Madrasahs
Number of teachers in Quomi Madrasahs 130,000
Number of teachers in Alia Madrasahs 100,732
Number of students in Quomi Madrasahs 1,462,500
Number of students in Alia Madrasahs 1,878,300
Total number of Madrasahs (Quomi + Alia) 13,406
Total number of teachers (Quomi + Alia) 230,732
Total number of students (Quomi + Alia) 3,340,800

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Al Noor, M. (2017). Education System and Its Importance in the Context of Bangladesh Education System. Advances in Social Sciences Research
Journal, 4(15) 36-45.

ALTERNATIVE EDUCATION SYSTEM

Technical and Vocational Education
The Technical and Vocational Education System provides courses related to various applied
and practical areas of science, technology and engineering, or focuses on a specific specialized
area. Course duration ranges from one month to four years. The Technical Education
Board controls technical and vocational training in the secondary level.

The Directorate of Technical Education (DTE) is responsible for the planning, development,
and implementation of technical and vocational education in the country. Curriculum is
implemented by BTEB. There are also a number of private universities in Bangladesh. In the
Technical Education System, after obtaining a Diploma-in-Engineering degree (four-year
curriculum) from the institutes listed below, students can further pursue their educational
career by obtaining a bachelor's degree from Engineering & Technology Universities. It
normally it takes an additional two and a half to three years of coursework to obtain a
bachelor's degree, although some students take more than three years to do so. They can then
enroll in post-graduate studies. Students can also study CA (Chartered Accounting) after
passing HSC or bachelor's degree and subject to fulfilling the entry criteria of the Institute of
Chartered Accountants of Bangladesh (ICAB).

English Language Schools

A vast number of schools in Bangladesh are English version schools. English Medium schools
are mainly private schools where all the courses are taught in English except one Bengali
Language subject at ordinary level (O level). These schools in Bangladesh follow the General
Certificate of Education (GCE) syllabus where students are prepared for taking their Ordinary
Level (O level) and Advanced Level (A Level) examinations. The General Certificate of
Education system is one of the most internationally recognized qualifications, based in the
United Kingdom. The Ordinary and Advanced Level examinations are English equivalent to
the Secondary School Certificate (SSC) and Higher Secondary School Certificate (HSC)
examinations respectively. Most students sit for these exams from the registered schools in
Bangladesh who follow the GCE syllabus. Those who do not attend a school that follows the
GCE syllabus may also sit for their Ordinary and Advanced Level examinations from the British
Council. These examinations are conducted under the supervision of the British Council in
Bangladesh. The GCE examination conducted by the British Council takes place twice a year.
Currently there are two boards operating from Bangladesh for Ordinary and Advanced Level
Examinations, which are Edexcel and University of Cambridge International
Examinations. Bangladesh has recently opened English Version education translating board
textbooks in English.

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Advances in Social Sciences Research Journal (ASSRJ) Vol.4, Issue 15 Aug-2017
Figure 1: Education in Bangladesh

Figure: Bangladesh education system chart (adapted from: BANBAIS 2008)

Curriculum
This first major step was taken in 1972 when the constitution was introduced in independent
Bangladesh. The constitution rightly recognizes and declares education under article 17 as a
basic right of the people. The then government also understood the significance of education at
the primary level and an ordinance was passed on October 1973 nationalizing a large number
of primary schools thus opening the doors to education for the masses. In addition a law was
passed to further strengthen the efforts in 1974 which basically thrust upon the government
the responsibility to bring all primary education under a centralized administration.

Qualification of Teachers
Currently a deplorable situation exists. In a research carried out it was found that most
teachers at the primary level were under qualified – mostly secondary school graduates
sporting third divisions (Rabbi, 2008). Most teachers also lack any sort of training and are not
mentally suitable as teachers and mentors of the minds of the future generations. In many
cases, teachers are more interested in private tutoring rather than mentoring and teaching in
regular classes and students greatly suffer from this both academically and financially.
Apparently lax appointment requirements for primary teachers are partly to blame for this.
Moreover, the government should bear blame since primary school teachers are given
extremely poor salary and a status that is lowest among the government employees (Rabbi,
2008; UNICEF, 2008). Thus understandably high caliber applicants are dissuaded. The
government needs to realize that this self-defeating policy is reflected in the quality and
commitment of the teachers. It may be noted that where primary schools are expected to
provide at least 900 contact hours per year, less than 10% actually do so (DPE, 2008).

Method of Teaching and Evaluation

One of the most unfortunate things about education in Bangladesh is the style of teaching.
Memorization is standard way of learning. Teachers expect students to memorize a huge
amount of data and regurgitate them during exams. Courses are not designed to stimulate
discussion and analytical thinking in classrooms. Furthermore, when the amount of

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Al Noor, M. (2017). Education System and Its Importance in the Context of Bangladesh Education System. Advances in Social Sciences Research
Journal, 4(15) 36-45.

memorization becomes overwhelming for the student the student naturally looks for short
cuts. This calls for suggestions and also the leakage (sales) of actual question papers. This also
calls for innovative methods of cheating – the same innovativeness of which the teacher and
the education board could have made better use. Students cheat because it is the only
alternative (to memorizing impossible amounts) left to them. The responsibility again falls on
the teachers and those who set the syllabi. Thus the teacher in the present system teaches very
little and the student learns very little other than cheating and regurgitation. Memorization
encourages cheating and discourages thinking and so the existing system produces unthinking
generations of cheating future leaders. How can one expect Bangladesh to progress? According
the UNICEF, Bangladesh, the culture of memorization discourages students tremendously and
is a major cause of poor achievement and low retention. They also cite this as a reason for high
failure rates and repetition of classes which forces students to spend almost 9 years in primary
school instead of 5 (UNICEF 2010). Overwhelming syllabi and a culture of memorization
coupled with stressful hall exams which gives comparative evaluation create cheating, over-
competitive and selfish individuals who will only perform in return for benefits. Einstein thus
laments, ‘Our whole educational system suffers from this evil. An exaggerated competitive
attitude is inculcated into the student, who is trained to worship acquisitive success as a
preparation for his future career.’ (Einstein, 1949)

Gender Disparity
In Bangladesh, gender discrimination in education occurs amongst the rural households but is
non-existent amongst rich households. There is great difference in the success rates of boys, as
compared to girls in Bangladesh. However, in recent years some progress has been made in
trying to fix this problem.

School Attendance
The low performance in primary education is also matter of concern. School drop-out rates and
grade repetition rates are high. Poor school attendance and low contact time in school are
factors contributing to low level of learning achievement.

Literacy Rate
Bangladesh has one of the lowest literacy rates in Asia, estimated at 66.5% for males and
63.1% for females in 2014. Recently the literacy rate of Bangladesh has improved as it stands
at 71% as of 2015 due to the modernization of schools and education funds.

Assessment systems
Secondary education For SSC and HSC, the following system has been in use since 2004.

Table 2: indicates the calculation of grade point since 2004

In numbers Grade Point Letter grade Meaning

80-100 5 A+ Excellent
70-79 4 A Very good
60-69 3.5 A- Good
50-59 3 B More than satisfactory
40-49 2 C More than satisfactory
33-39 1 D Satisfactory
00-32 32 F Unsatisfactory

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Advances in Social Sciences Research Journal (ASSRJ) Vol.4, Issue 15 Aug-2017

Higher education In 2006 / 2007, the University Grants Commission (UGC) introduced the
Uniform Grading Scheme for all universities in Bangladesh.

Ttable 3: UGC approved grade point since 2006

In Grade Letter Description
numbers Point grade
80% and 4.0 A+ A plus
higher
75%-80% 3.75 A A regular
70%-75% 3.5 A- A minus
65%-70% 3.25 B+ B plus
60%-65% 3.0 B B regular
55%-60% 2.75 B- B minus
50%-55% 2.5 C+ C plus
45%-50% 2.25 C C regular
40%-45% 2.0 D
40% 0.0 F
I = Incomplete grade;
W = Withdrawn

Qualification Frameworks
Bangladesh has not (yet) established a national qualifications framework. There are plans,
however, for a National Technical and Vocational Qualification Framework (NTVQF), which
will primarily focus on secondary vocational education.

Quality Assurance and Accreditation

There is no national quality assurance system in Bangladesh. To provide assurances of the
quality of higher education, one of the duties of the University Grants Commission (UGC) is to
promote and coordinate university education and to monitor and maintain quality standards.
However, the UGC is not an accreditation body. UGC is now ensuring quality in higher
education mainly by enforcing minimum requirements in respect of opening and operation of
higher education institutions and the programmes the institutions offer.

Under Section 38 of the new Private Education Act (2010), the Ministry of Education is
currently considering establishing an Accreditation Council for Private Universities of
Bangladesh (ACPUB), making membership compulsory for all private universities. No such
accreditation body has yet been mooted for public sector universities. However, public
universities have some sort of built-in mechanism to ensure quality of education.

Made up of four component parts, the University Grants Commission’s Higher Education
Quality Enhancement Project (HEQEP) is aimed at improving the quality of higher education.
The first part encompasses funds made available to universities in conjunction with proposals
to improve the quality of the education they provide: the Academic Innovation Fund (AIF). The
second part encompasses the design of a Higher Education Management Information System
(HEMIS): computer software programmes intended to provide management with
administrative and academic data, for instance, the number of students admitted how they are
performing, as well as information on study programmes and alumni. HEMIS will be
implemented at the national and institutional levels. The third part encompasses the
establishment of the Bangladesh Research and Education Network (BdREN), which will aim to
facilitate professional liaison between researchers and academic staff at the national level. The

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Al Noor, M. (2017). Education System and Its Importance in the Context of Bangladesh Education System. Advances in Social Sciences Research
Journal, 4(15) 36-45.

final part encompasses the project management of HEQEP, the aim of which is to ensure
smooth progress with the preparations for and implementation of the entire project.

The website of the University Grants Commission can be consulted to check whether a
university has accredited status. For other institutions, refer to the link to the website of the
Ministry of Education. See under List of higher education institutions.

Fig : National Education Budget 2015,general details ,literacy rate ,enrollment (source :ministry
of education )
National education budget (2015)
Budget US$2.185 billion
(172.951 billion Taka)[1]
General details
Primary languages Bengali, English
System type National
Established 4 November 1972
Compulsory Education
Literacy (2015+)
Total 75.4%
Male 77.1%
Female 71.5%
Enrollment
Total 23,907,151
Primary 16,230,000
Secondary 7,400,000
Post secondary 277,151
Attainment
Secondary diploma 335,454
Post-secondary diploma 86,948

CONCLUSION
Without education it cannot be possible to develop peoples mind and thought. Various points
has been mentioned in this article. Currently its syllabus and curriculum threaten for the
students mind .entire country would suffer socially, economically, technologically and
politically .education is the heart of the nation. Without heart no one can live, like wise without
proper education the country is stepping backwards .education board, university grants
commission & government need to look after the curriculum seriously to improve the
education system effectively.

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