Challenges and Prospects of English Medium Education in Bangladesh
|First Name||Dr. Shaleha|
|Supervisor Name||Dr. AKM Zakir Hossain Bhyuan Ph.D|
|University||International Culture University (ICU)|
|Keywords||UNESCO, BANBEIS, UNAI, IGCSE, GECSE|
|Publication Date||10 May, 2017|
Education across the world is changing fast to meet new challenges and emerging problems. But in Bangladesh, Government faces severe constraints in their struggle to expand educational access, upturn the quality of education, and advance equity. In the education sector, often the needs are not properly evaluated and the directions of necessary amendment are not achieved. Beside that, the education policies of 2003 as well as 2010 are not chronologically linked up and the priorities remain to be debated, leading to policy interventions that are at times contradictory. The paradox among access, equity, and quality remains not to be satisfactorily resolved. Education planners are also yet to identify approaches, methods, and allocations that would be readily acceptable to micro planners and administrators of different educational sub-sectors. In order to spread up the education for all within the time frame set by the UN, the Government of Bangladesh may have to struggle with its total system to achieve that goal of UN. In spite of having a lot of initiative both by the Government and the private sectors to achieve the United Nations goals- it has not yet come to a satisfactory level. So far Bangladesh Government education system did not encourage British curriculum and examination system under the British Council to introduce the internationally recognized system of education in the country. Compared to the neighboring countries, education indicators of Bangladesh appears average Though the overall standard is better than those of Pakistan and Nepal, but worse than those of India and Sri Lanka. In India and Sri Lanka, now a day English Medium Schools are more popular than general schools. Because of the modern teaching technique English Medium education system gets priority to most of the parents of those countries. Therefore we found the Indians and Sri Lankans are getting priority to the international job markets. Some of Bangladeshi educated solvent and prudent parents considering the globalized education and job market motivated themselves to get their children admission under the British education system. Presently so many educated and solvent persons got encouraged and follow the previous section of people. Considering the growing needs of the English Medium education, around 103 renowned English Medium School already introduced in the country1 where 88 renowned English Medium School in Dhaka2 are providing English Education following the British curriculum directly. Till to date the British based education system is being conflicted with national education system. From the survey, literature review and the interview of the related personnel significant prospects of English Medium education were found which may help the parents to take the decision. 1 http://en.wikipedia.org/wiki/List_of_schools_in_Bangladesh#Dhaka, visited on 10 January 2014. 2 http://4educationalinfo.blogspot.com/2012/06/bangladesh-english-medium-school.html, visited on 21 July 2016.
Education system of a nation is framed basing on a specific philosophy of education. Though the Western and Eastern education philosophies are different; nonetheless, both are having some positive and negative features from different angle of perception. Bangladesh, being one of the developing countries has blended both the Western and Eastern pattern. Again, no philosophy of education is absolutely good or bad. With the change of time and necessity of the technological advancement, education policy demands moderation. An effective moderation of the education policy can make a nation strong enough to sustain the challenges of 21st century. The limitations of existing education system arise from the formulation the curriculum, lack of coordination between different levels of education and evaluation system where the examination does not fairly represent student abilities. These limitations are further aggravated by limited infrastructure than required , lack of quality teachers and appropriate training aids, non-availability of good standard books, wide variation in the quality of education received between different educational institutions, lack of monitoring by appropriate authorities, immoral attitude of the students/teachers/persons involved in education system/ management and overall the lack of general awareness of knowledge based institutional education. Therefore, instead of having a lot of potentials- our existing education system is failing to achieve a global standard in regards to the knowledge, skill and effectiveness. In this study an endeavor was made to discuss the features and potentials of English Medium education as an alternative of Bangla Medium and English Version education system. Western philosophy of education is designed to prepare the students to be productive and contributing members of the society. The curriculum and evaluation system is more subjective. The British curriculum is also based on knowledge and skill. The English Medium education system emphasizes on building leadership quality within a student as well. In order to reduce the cultural, social, historical and geographical discrimination of the Bangladeshi students- Bangla language, Bangladesh Studies are incorporated within the British curriculum. As a whole the features of English Medium education have some benefits of achieving global standard education. No single serious study has already been done or no appropriate attention has given earlier on it. Therefore, the study may be considered as a pioneer endeavor as well as the baseline on the English medium education in Bangladesh. So, the study is very significant from the national prospective. Besides, the several groups and individuals could also be benefited from the study. The policy makers, educational administrators, head of the educational institutes, future researcher, parents and students could also find their guidelines and direction the findings of the present research. The study consists of five chapters and it is ending with the six recommendations which are very important for the education system of Bangladesh.