Bangladesh’s Constitution recognizes education as a fundamental responsibility, yet citizens face limited legal avenues to hold the government accountable for education quality, a recent opinion piece in a local daily highlighted. The piece, by Shahariar Sadat and Prantick Chowdhury from BRAC University, points out a significant gap between official commitments and the actual state of the education system. Despite progressive policies, the country still falls short in providing equitable and quality education.
The authors emphasized that Bangladesh’s education framework aims for equity and quality but struggles to deliver on these promises in reality. While policies stress inclusion and quality, the system tends to prioritize quantity over quality, perpetuating social inequality and class divisions. The disconnect between constitutional ideals and practical implementation poses a challenge in ensuring high-quality education for all.
Highlighting a discrepancy within the Constitution, the authors noted that while Article 17 pledges a universal education system, education remains a directive principle rather than an enforceable right. This limitation hampers citizens’ ability to legally challenge the state for failing to ensure quality education. Despite constitutional commitments, the slow pace of reforms and limited implementation hinder progress towards a more inclusive and comprehensive education system.
The article also raised concerns about the slow progress in educational reforms, citing the delayed enactment of the Primary Education (Compulsory) Act of 1990, 18 years after the Constitution’s adoption. While policies advocate for free and compulsory education up to Grade VIII, the actual implementation remains restricted, primarily focusing on primary education up to Grade V. This disparity places Bangladesh behind many countries in the region in terms of educational access and continuity.
Drawing on UNESCO data, the authors highlighted that Bangladesh lags behind in extending compulsory education, with only primary education being effectively compulsory. In comparison, many countries worldwide mandate education up to at least lower secondary levels. The authors pointed out that neighboring countries have made strides in extending compulsory education beyond Bangladesh’s current practice, indicating a need for more comprehensive educational reforms in the country.
