Honor to Almighty! Learning Liability on me! Lets Unlock our Future!
Bangladesh Sherpur, Bangladesh
Number of people taking this action: 250 or more
The Global Sustainable Development Goals (2030 Agenda), which Bangladesh has endorsed, provides interim benchmarks of development that have to be reached
Our present structure of schools has evolved since the colonial period, and had become well-entrenched by the beginning of this century. The mainstream public school system enrolls the majority of Bangladeshi school-going students. A madrasa system, a part of it with government support and an independent stream, serves a substantial minority of students. Small elite sections of society send their children to the English-medium proprietary schools.
The result is that our education system divides the nation. It pulls students in three directions. It is unfair and discriminatory in various ways.
One aspect of unfairness is the low quality of schools for the great majority of children. This majority includes madrasa students (both in Alia and Qawmi madrasas), most students in mainstream government schools and in government-assisted Bangla schools (excepting an elite enclave of special institutions such as the cadet colleges and the highly selective private Bangla schools). It also includes students in the mushrooming of low-quality commercial English-medium kindergartens.
Another aspect is that the three major streams prevent our building a common foundation of knowledge, shared experience and values among the young people. Children study and live in different worlds. The opportunities and life prospects disproportionately favor children attending the better English-medium schools and the elite enclave of Bangla-medium schools. Schools cannot resolve all social divisions, but good schools with a shared curriculum can help minimize them. At present, we are reinforcing our divisions inter-generationally.
The three major streams clearly parallel the larger divisions in society. The elite representing business, higher bureaucracy, and the higher echelons of the armed forces patronize the private English-medium schools. The middle and lower-middle mainstream of society send their children to government or government-supported Bangla-medium schools. The poor enrol their children in the Alia or Qawmi madrasas for reasons of affordability and/or from a religious motivation.
The country’s madrasa system is divided into two categories – Alia and Quami, Alia Madrasas registered with and supervised by Bangladesh Madrasa Education Board, offer a distinctive combination of modern and religious education. Quami madrasas, on the other hand, had so far been an unfamiliar territory with no government monitoring, supervision or support. They are mostly run by private funding.
A total of 1.4 million students have been studying in 13,902 Qawmi madrasas across the country. The report prepared by Bangladesh Bureau of Educational Information and Statistics (BANBEIS) following the directives of the Prime Minister’s Office, is the first ever study conducted on Qawmi madrasas in Bangladesh.
The most worrying aspects of the Qawmi education are their rejection of modernity as a whole, including modern education, and their employment of vigorous indoctrination techniques rather than methodical pedagogy. This has led to many of the students becoming unemployed or left behind.
According to BANBEIS report, off all the Qawmi madrasas, 12,693 are for men while 1,209 belong to women. As many as 10, 58,636 male and 3,39,616 female students have been studying while 73,731 teachers teach in these institutes. All of them are till now remaining behind from the mainstream modern education system.
“The Qawmi madrasa education system should be integrated with the mainstream education through a massive overhaul of their syllabi and teaching methods. Around 75% of madrasa students remain unemployed as they have no opportunities to engage in jobs based on their education and skills."
Without modernizing the Qawmi madrasa education system, and improving its standard, neither the students nor the county will benefit from it.
HALLO BANGLADESH YOUTH ASSOCIATION (Registration No. Sher-60/2019, Department of Youth Development, Government Peoples Republic of Bangladesh) are focusing to engage these 75 percent of madrasa students who are now remain unemployed in different forms as they have no opportunity to engage in jobs due to lack of their skills, ensuring Quality education by providing Basic ICT education, training for teachers and e-skill development, we have started our journey from Jamia Siddiqia Madrasa in Sherpur District.
We are aimed to ensure quality education and engage minimum 300 quami madrasa students in ICT training within september 25, 2019. awareness campaign among the all madrasas in Sherpur District.
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4 Quality Education
8 Decent work and economic growth
10 Reduced Inequalities