Question leaks at the every level of Bangladesh’s education system have panicked the students, parents and the civil society. What is happening actually? How can it be stopped? Why does it need to be stopped? Is it a lack of planning in Bangladesh’s education system or simply an administrative issue involving the current education board and the ministry of education?  Is there a need for a temporary and technical solution only or a practical and effective sustainable solution?

We should not go for identifying a number of reasons for question leaks only, by saying that in Bangladesh education has become a commodity, education is business, curriculum is politics, parents are not giving enough time to children, the government’s budget for education is so low, inadequate resources are causing difficulties, teachers are underpaid, corruption is high at each level among the teachers,  parents (students and teachers both are buying the leaked questions from the corrupt business associates and education officials ), coaching/learning centre business associates, people who are working with the education board and the ministry, education is completely exam-oriented, teachers are under pressure to prepare the students for an excellent outcome etc.

The critical question is: in which century and in which country was not education used a ladder? And which world-the first, middle, developed, third world countries-did not use education as a commodity to help students manage managerial jobs and reach the upper rung of society.

Looking at the past 50-70 years of Bangladesh and East Pakistan education system, could we generalise that all parents were engaged fully to impart their children education, stood beside their children along with enough support in the forms of time and money?

Is that meaningful to blame our Bangladeshi parents and society that they lost their imagination? They have an obscure understanding regarding the luminous view of having knowledge through education and life experience and they overlook the aim of education.

Could we recognise our Bangladeshi parents and education board and national curriculum policy are only focused to secure managerial jobs for the younger generation, not promoting good citizenship?

Answers would be multiple and necessarily they are not positive.

If we look at the past there is no evidence that teachers were not underpaid. Isn’t it that Indian education system was based on Guru System that was darshan (Philosophy) and self/soul development-based, where paying teachers some rice, lentils and veg were enough? And students would do anything the Guru asked for. Then teachers started fighting to secure teaching as a profession like others: doctors, engineers and lawyers. It is only since 1960s teachers have been demonstrating for equal status in profession and struggling for a raise, as over the period of past few decades their life and living cost have not remained same.

When it comes to corruption, what are those periods when the graft level was low in the country? Even during the East Pakistan period the entire wealth was shared by the few elite families only. And currently the number of wealthy people has increased as the number of Bangladesh’s population has also increased; on the other hand, at the same rate the poor have become poorer.

There is another allegation that the education system is only exam-oriented, not for enlightenment. These days values and morals are down. What is partially true is there are other social factors linked.

The fact is students are overwhelmed by studying thick and complex texts and they are unhappy. They are not studying for finding happiness or being creative or innovative, they are fighting for scores, becoming reckless and sick of note memorisation. And they are lacking in sleep and pleasure of reading; thus, the real essence of education is gone.

The other factors, the addition of two public exams to the school system such as class V and class VIII, are also entailing the question leaks at the beginning of a child’s life. Are these exams are really required and what is the main purpose of those two extra exams?

The VIII exam seems truly redundant. Yes, for Grade V having a general exam in the classroom, in their own school compound not following a standardised board test papers is enough and that could be a turning point to check how many students are failing or dropping out from the system. So, information of those students (as dropout rate is very high in grades four to five largely in rural and semi urban areas) can be recorded.

Board provision must allow them to continue school until the grade 12 and arrange special support to bring them back to study so that they can graduate on time. Yes, this is a daunting task for a poor country like Bangladesh. It may be a lengthy process, but it is not a rocket science that cannot be set up by the education administration of Bangladesh with the support of stakeholders.

Closing all coaching/learning centre business could be a good decision. As the government prohibited running those institutions, all those coaching centres are still running their business changing their name to so-called ‘learning centres’ currently. The government has this information but did not take any action against them. There are evidences as I visited them personally. It is not that there was no tuition system earlier, or no house tutor system in the country. Tuition had been present all over the past decades even before the independence but it was not in the form it is now in Bangladesh, which is scary. School administration will arrange for special classes for weaker students if they are concerned.

The concern is: In the past decades the tuition/coaching centres emerged like mushrooms even though there were good teachers and good students in each school and college.

So blaming teachers alone for leaking questions is a big mistake. Evidence shows there are plenty of good teachers, trained teachers and good administrators in the schools.

Then, where is the crack?

From where is freezing rain

coming?

How can we shield them?

Bangladesh needs to re-design the education system that will help set up a unique classroom followed by an interactive curriculum where students will have enough time to engage with multiple intelligences, social subjects, including practising science and maths using natural resources (not necessarily they require a modern lab). Implications of those components for classroom teaching can change students’ purpose of education significantly and make students creative. High school students must be engaged in doing community work for social change and developing leadership skills allocating their significant time (in short and long summer vacation largely) such as 40 hours for mandatory voluntary work per year, it may be paid or unpaid volunteering job for their self/soul development. So education can be participatory and be focussed on social change and community development.

In fact, the service delivery and social development are unstable in the country. We could consider the progress of the country from a different development perspective or outcome (gender, equality, diversity, health, education, good governance, etc.). But in Bangladesh’s case, violence and political instability fundamentally changed the nature of the problems.

We can address some questions of fundamental importance to change the current system. The government and education stakeholders can bring back discipline and peace in Bangladesh’s education system for its quick recovery. They are the issues that could be taken into a careful consideration. They are: Aspects of effective public service delivery in the fragile education context, o Political participation in curriculum, oEffects of electoral problems in education, oImpact of violent politics on education, oCorruption at the upper level, o Effective regulatory framework and monitoring situation.

Of course, there is corruption in the education department and a large number of them are involved with coaching centres. This tuition business community are sucking millions from the parents of students from rich, middle and poor families. The current system is board exam-focused, so everyone needs to pass the board exam and also achieve highest marks to get admission to a good school for further study.

The right solution is: we need to make an attempt at stopping the colonial SSC and HSC board exam system immediately following the Western education system, as those are experimented. In North American system students have the opportunity to face exam on the particular subject they failed at least twice in summer school (if they can’t achieve pass mark in any paper). If this can be done, we can assume that all coaching/learning centres will not be closed overnight but they will not find any other ways to survive. Thus parents’ money will be saved, students will get relieved of the panic of board exams and their mind will be free. There will be no issue of question leaks.

To avoid note memorisation and question leaks, Bangladesh’s education system needs to remove all sorts of board exams till the grade 12. Over and above, the country needs to build a happy education model.  The removal of all board exams and engaging students in multiple languages, social subjects, community work for live experience and math and science experiments using methods of nature (going to the field/nature and science trips) will have a dramatic effect on Bangladesh’s education system. It is school teachers who are trained to write questions, they will be responsible for preparing question papers and educate their children following the national curriculum, not the board or its associates who prepare the question papers now. Thus, Bangladeshi students will be nurtured under a healthy, creative and natural education system, an interactive, participatory and happy education model that will nurture a student to groom a “whole child.”

Bangladesh may need to think of the “social order without the state”, as it has become important here. Rivalry among the ethnic groups and political gangs and violence should be addressed so that Bangladeshi people can compete peacefully without resorting to violence. This can be materialised doing the things as follows: being mindful to improve norms and values at home, cooperation among the education stakeholders, providing care and taking support of other informal institutions, in-group policing, following methods and practices of communication, ensuring systems and vigilance, applying rules of formal dispute resolution etc.

pamelia07@hotmail.com

On 25^th November 2017 in the evening Volunteers Association for Bangladesh (VAB) arranged an event at Bangladesh Bank Training Academy (BBTA) Mirpur 2, Dhaka to distribute  VAB Award for the schools, teachers, and students assisted by VAB in Bangladesh. Mr. Fazle Kabir, Governor of Bangladesh Bank, was the Chief Guest. And the guest speaker was MofatDr.  Jamilur Reza Choudhury, Chairman, Advisory Board, VAB, Dr. JasimuzZaman, Country Director, VAB and Dr. Mohammad Haroonur Rashid, Chairman, VAB Trust were present to run the event.

The Governor of Bangladesh Bank Mr. FazleKabirpraised and appreciated about the VAB Model and felt enthusiasm learning VAB activities and its model that includes teacher empowerment, school empowerment, and student empowerment project. Each speaker was hopeful to see the success of a sustainable model development of VAB.  Chowdhury Mufad Ahmed, additional secretary of the education ministry said, the government plans to take up a massive $16 billion programme for secondary education to transform the sector by improving the quality of education. The plan will help developing employability skills of secondary graduates. If the proposed plan become successful the quality of secondary education will be improved.

During the event, this encouraging speech was given by Pamelia Khaled the President of Volunteers Association for Bangladesh Canada on the occasion of VAB Award event. The VAB Award was given to the rural teachers and students who performed outstanding academic achievements and teacher development areas. President Pamelia Khaled thanked the Honourable PresidentDrZamilur Reza Chowdhury and all the respectable VAB members and guests who were present in Volunteers Association for Bangladesh (VAB) Award event.  In her speech, she said that after long eight years, I have got an opportunity to come in Dhaka for a short visit for my Ph.D. Data collection. And I’m so glad to be present at this significant award event. I’m a doctoral candidate working as a researcher with the Department of Curriculum Studies and Teacher Development, University of Toronto.

In 2009 I conducted a comparative study with BRAC primary school and Government primary school in Bangladesh. During the study, I felt BRAC and its stakeholders covered primary education in a great extent but there is a lack of support for 15 percent of Bangladeshi youth, a large number of them are not in Secondary education. Thus, I decided to write my Ph.D. proposal to study on Bangladesh religious and secular education.

And I was looking for an organization, who is already on the field and working to improve Bangladesh Secondary education. I am very lucky I found Volunteers Association for Bangladesh, known as VAB, in Bengali‘vab’ means the idea.  In 2012 with a support of a few likeminded people I opened a chapter of VAB in Toronto, Canada. We name it as Volunteers Association for Bangladesh Canada, VABC.

We were lucky enough during the launching event we have got tremendous support to complete 6 Computer laboratory schools in Rural Bangladesh. VAB Canada also raised money for poor people, who were suffering from inadequate resources. VAB Canada also raised funds to support scholarships. Over the period, we raised some funds not enough though, I should mention that it was never been enough, we need more funds to support our Bangladeshi children. However, the fund we raised that will be handed to VAB Country director as soon as possible.

Already we learned about the some of the commendable accomplishment of VAB and its further plan and commitment from other speakers note. I am committed to myself to support more for Bangladeshi needy children, as soon as, I’m done with my study. I request you all to support this good cause. Thank you!

After her urge towards the audience she received an instantaneous response from the audience, and a group of her Dhaka University friends, colleagues and her Childhood friends donated on the spot and committed for further donations for Bangladesh’s poor children.

Pamelia Khaled donated 1 lakh taka on behalf of VAB Canada, which was donated by the local donors. And she also donated 1000 dollars from her Doctoral completion Award (DCA) for VAB Children, the DCA scholarship she received from Ontario Studies for Education, University of Toronto. She ended up with a sweet note that a scholar’s money goes to scholars. She anticipates that VAB will produce many scholars in future and they will contribute to transforming Bangladesh.The Award event was astounding. The commitment of NaeemaHouque, who is  PameliaKhaled’s childhood friend and contribution of the Group of Volunteers Association for Bangladesh Canada members who are Pamelia Khaled‘s Dhaka University friends made the difference. They all committed to supporting and donating to VAB Children. President Pamelia Khaled‘s Scholarship money donation changed the meaning of philanthropy. Her commitment to continue supporting to the  needy and poor brought smile on the faces of  VAB Children, VAB Teachers and VAB parents and VAB members. It was a great support from Volunteers Association for Bangladesh Canada for VAB Children.

 Mahmudul Islam, Secretary Volunteers Association for Bangladesh Canada and IT Specialists, Health Diary, Toronto Canada.

COMPUTER LITERACY PROGRAMME

Loona, Moona and Meghna, similar in age, are enrolled at the same grade level. Loona is among the top few students in her class at New York’s Stuyvesant High School. Moona alternates between second and third place in her class in Dhaka’s Green Herald School. Meghna is the top student in her class at Shimulpur High School.
Loona’s computer, which she uses for homework and reports and for literature search for projects, has an internet connection. A literature search that used to take a week can be done in about half an hour on the internet.

Her father thinks that the computer-internet combination is as important in spreading knowledge and information as the printing press. Loona also carries out social interactions via e-mails, instant messaging, and online chat rooms, and downloads music, news and weather reports. Simply put, Loona in intimately networked with the digitally connected world.
Moona also has a computer, which she uses to printout her final report on important projects. Since she is taking a computer course this year, her computer is a real help; she can take her time learning.
Her parents allow her very limited access to the internet and e-mails. Moona’s uncle sent two educational CD ROMs with lectures by renowned professors. The course on astronomy was fabulous, and Moona learned a lot about the secrets of the universe.

Meghna would very much like to take the computer course in her secondary school certificate (SSC) exam, but she is not sure if it is going to happen. She does not find the content-heavy manual printed on newsprint in black and white that attractive. The science teacher keeps on saying that he would bring the computer out of its carton in the headmaster’s office, however, that is yet to happen. Meghna is on the wrong side of the “digital divide.”

“Digital divide” is the vast difference in access to information technology between much-endowed Loona, somewhat-lucky Moona and outright-deprived Meghna. Since information technology is changing the mode of instruction with ever increasing speed, this divide is far more ominous than other disparities of modern life, but it is more amenable to remedy than many other differences.
India has transformed itself into an information technology giant, and Bangladesh, too, has that potential. The first condition for realisation of that potential is the spread of computer education and usage. The computer literacy program (CLP) is an essential step towards that goal.

How CLP started
A few expatriate Bangladeshis in New Jersey came up with the concept and plan for implementation of the CLP. They did not have to look too far to find the Volunteers Association for Bangladesh (VAB) to help with the organisational framework.
VAB is devoted to helping the underprivileged youth with education and training through scholarships, science laboratories, library books and teacher training, and has activities in 24 high schools in Bangladesh. The similarities in overall objectives prompted the CLP to form the New Jersey Chapter of VAB, (VAB-NJ).
The principal aim of VAB-NJ is to empower the underprivileged youths in Bangladesh through computer literacy, but it was clear to VAB-NJ that it would be impossible to carry out the program without an implementation arm in Bangladesh. VAB-NJ then formed a partnership with D. Net for assistance. D. Net is devoted to spreading of information technology in Bangladesh, particularly in the rural areas.

Computer learning centres
CLP’s first step was to establish Computer Learning Centres (CLCs) in educational institutions in rural Bangladesh. In selecting the sites for CLCs, consideration was given to geographical location, availability of electricity, eagerness of the school management and its willingness to help. Every CLC has a computer lab for hands-on training, and is provided with a minimum of four computers, one printer, and other accessories.
An introductory curriculum was developed in consultation with computer scientists, based on which a student’s manual, “Esho Computer Shikhi” (Let Us Learn Computers), has been published. Two teachers from each CLC receive two weeks of intensive training from D.Net professionals. They are also provided with a “teacher’s manual.”

Students receive hands-on training on computers free of charge (the picture shows a typical CLC), and are given a copy of the student’s manual at a nominal cost. In each batch, 8 to 10 students are taught for two hours a day, twice a week for eight weeks, about the parts of a computer, fundamental usage, Microsoft Word, Excel spreadsheet, and Paint programs.

The classes are taken outside of the school’s normal schedule, and, since the teachers provide the service in addition to their regular duties, CLP pays each teacher Tk 750 per month.
VAB-NJ provides the conceptual framework, implementation directives, computers, teachers’ honorarium, and funds for project implementation. D.Net assists in selecting the host institution, production of the manuals and curriculum, teacher training, physical establishment of the computer lab, technical oversight to keep the computers operational, monitoring the progress of each CLC, and overall management of the program.

The school management and local residents provide the rooms, furniture, electricity as well as encouragement to the teachers and students. Since all three entities contribute, there is less chance of any “charity mentality” and related complications setting in.

Where is CLP today
In 2004 the CLP started with the objective of setting up 20 CLCs. In June 2007, 54 CLCs were fully operational in 28 districts, and another 5 are to be opened by July 2007. The map shows the location of the 59 centers, of which 54 are located in educational institutions, 4 in community centers and one in a library.

As of May 2007, 90 male and 24 female teachers have been trained, and 7,945 students participated in the program of which 7,469 received certificate of completion. Of these, 48% are female students. The bar graph presents the enrollment and graduation statistics for the program. 4,000 copies of the student’s manual were printed, of which 3,400 were distributed at a nominal price.

CLP is making a difference
Even though 59 CLCs may be perceived as miniscule, the accumulation of small advances and accomplishments has been encouraging to VAB-NJ and the recipient organisations. The biggest achievement has been the wide-eyed inquisitiveness of the students, teachers and parents, and their eagerness to learn.

Aspiring students wait fervently for their turns and, in most CLCs, enrollment increased because of the computer labs. The number of students applying to take computer course in the SSC exam is also increasing. While students’ scores in the SSC computer science practical examination was hovering near 70%, the figure jumped to nearly 100% in schools with CLCs.

Teachers of other subjects are also falling in line. One English teacher said: “I keep hearing terms such as “hardware,” “software,” “mouse,” “log-in,” “log-out” all the time, and I have no clue what those mean. It’s time I became a computer literate as well.”

CLP is showing slow but sure signs of opening doors of possibilities to the graduates. Rubel Islam and Alamgir Hossain of Daulatpur have secured employment in computer related positions with the Bangladesh Army.

Instructor Farhana Akhter encouraged two of her students, Ziaur Rahmana and Jahidur Rahman, to start their own computer store. CLP is, thus, bringing new career possibilities to the graduates.
The CLCs are encouraging students and teachers to venture out of their own spaces and empowering them to take new steps. Teachers are using computers for tabulating and analysing students’ grades, scheduling school activities, and for resource management.

Recently, administrators of the Mymensingh Teachers’ Training College contacted the CLP when their B. Ed. (Bachelor of Education) students needed computer training and 65 B. Ed students were trained at the Muktagacha and Mymensingh CLCs. This is an example of how CLP has assisted in areas completely outside the original objectives.

CLP uses a comprehensive approach for program implementation, which includes establishment of computer labs, curriculum development, hands-on training, teachers’ incentive honorarium, equipment maintenance, and overall management. This approach received accolade in an educational conference on information technology held in Cairo in 2005.

A Canadian information technology expert commented that, to his knowledge, CLP was the only example in the world where resident and non-resident nationals could push the program so successfully without any foreign donation.

Support and sustenance
VAB-NJ is financing the CLP by raising funds and grants from non-resident Bangladeshis (NRBs). A sponsor can help through direct cash contribution, and “donate a computer” and “adopt a computer learning center” projects.

Under the “adopt a computer learning center” project, a sponsor can choose an educational or social institution and donate money. A CLC is established in that institution provided it satisfies the core requirements of space, furniture, and availability of electricity. The sponsor’s contribution is two-thirds of the cost, the remainder is paid by the program funds.

Almost 75% of the existing CLCs have been established under this project. The “adopt a CLC” project has several attractive features. In most cases, a sponsor typically selects his or her village school as the designated center, and has sponsor has personal interest in seeing the CLC succeed. His friends and relatives can monitor the progress of the center, which assists in achieving the objectives of CLP.
CLP is turning out to be a model of how the efforts of an individual can advance a community. If many sponsors came out and established CLC’s in their villages, then numerous centers could be developed without any major governmental initiative; and the digital divide could be bridged.

The students at the CLCs can learn about the successes of their predecessors, which encourages them to aim higher, and helps establish a useful connection between today’s success and tomorrow’s promise.
The VAB-NJ volunteers have taken initiatives to spread information about CLP in US and in UK. The response has been very encouraging. Some have volunteered their time, and one NRB has committed to bear half of the start-up expenses for a new initiative.

A major institutional grant for implementation of the program came from the Khan Family Foundation in California. The support from this foundation, set up by Dr. Imdad Khan (now deceased) and his wife Mrs. Sitara Khan, helped establish 10 of the CLCs, provided incentive honorarium for teachers, and paid for a substantial fraction of the project management costs.

D.Net organised fundraising events in Bangladesh and bore a part of the expenses. The success of the program, the conscientious efforts of the D. Net professionals, the devotion of teachers, and the eagerness and enthusiasm of students attracted the attention of other individuals and institutions.
Bank Asia provided funds for establishing three CLCs, diplomats visited a CLC and donated four new computers, and the Dhaka office of the International Monetary Fund provided four previously used but very high quality computers to another CLC.

The most significant recognition came from Microsoft, which has committed funds for establishing 13 Community for Learning Information Communication and Knowledge (Click) centers. Seven Click centers have already been established, and by the September of this year all will be in operation.
These centers emulate the CLC model but, unlike most CLCs, they will be based at community centers. The principal aim of the Click centers is to provide training to unemployed educated youth in rural Bangladesh.

The curriculum will include desktop publication, web-site development, database programming, and information services for rural population. The Click centers also provide livelihood information service and income generating services, such as photography, soil testing, internet browsing etc.

Support for CLP should be seen as an “investment in the underprivileged,” and not as “charity.” Bangladesh is optimally suited for such investments because of its sizable technically educated workforce, and low labour and overhead cost. It is much cheaper to develop and teach elementary and intermediate level computer courses, or to provide other educational and training services in Bangladesh. The instructional materials and technical know-how are expected to have a much wider, even global, impact, like “Grameen Bank.”

Self-assessment and impact evaluation
The initiators continually discuss among themselves, seek input from peers, and take decisions after careful analysis. It is equally important to obtain feedback from independent, external observers. Recently, a graduate student from the Fletcher School of Government of the Tufts University carried out an evaluation of CLP based on structured questionnaires, interviews and focus group discussions.
The study report entitled, “Bridging Digital Divide for Rural Youth: An Experience from Computer Literacy Program in Bangladesh,” is available online at the VAB-NJ and D.Net websites. The study came up with some interesting observations.

First, CLP graduates tend to collaborate with and learn from one another more than their peers who did not go through the program do. Teachers report that CLP trained students do better in other subjects as well. Finally, the presence of a CLC in a school enhances enrollment in, and transfer of students to, that school.

Looking ahead
Success breeds new expectations. There have been demands to increase the number of centers at a faster pace, and to expand the scope of the program. The evaluation study came up with some crucial recommendations as well.

These include more time for students to practice on the computer, introduction of advanced courses, increasing of teachers’ incentive honorarium, refresher and more advanced training for teachers, and leveraging the existing computers for more effective teaching of other subjects, such as science and mathematics.

In response to these demands, and in consideration of potential impact at the grass root level, some new initiatives are being considered. “computer teaches everyday English (CTEE)” aims to leverage the availability of computers to enhance English learning and the communication skills of the students.
Emphasis will be placed on developing students’ skills in comprehending and communicating ideas in English, both orally and in writing. Preparations are underway to develop an educational CD ROM, using contents that the students are familiar with. The project will be implemented in five centers at a pilot level.

D.Net is in discussions with Foundation for Education Research and Invention (FERI), Bangladesh Math Olympiad, and Institute of Education of Brac University, for developing multimedia instructional materials for enhancing the level of mathematics and science teaching.

The future activities of CLP include keeping the existing CLCs in operation, developing curriculum and manual for the next level of instructions, providing internet access to the CLCs, and modernising the education system using computer and information technology. In order to maintain the vitality of the CLCs, one needs to service the existing computers, replace older machines with newer ones, maintain steady flow of funds to continue and increase teachers’ incentive honorarium.

Already 19 CLCs have been provided with 19 new computers. The maintenance and service cost per CLC per year is $1,350, which includes fees for project management, provision of parts and services, teachers’ honorarium, and replacement of an old computer by a new one ($400).

Gathering dreams
As mentioned earlier, CLP’s capabilities are limited, but in three years 59 CLCs have been established. Obviously success to date is dwarfed by national need. However, the experience gathered and lessons learned encourage bigger dreams.

The deprived students in the remote villages of Bangladesh have shown that they can make good use of every little opportunity provided to them. CLP has demonstrated that NRBs, with their expertise and resources, can effectively contribute to developmental projects that help the country.

The Computer Literacy Project is a small but determined effort of a few NRBs. It is just one candle. Thousands of such candles can burn bright and remove the darkness of digital illiteracy.

The authors acknowledge thoughtful comments from Dr. Matilal Pal, Dr. Mohammad Farooque, and Mr. Zafar Billah, Dr. Ananya Raihan and Mr. Ajoy Kumar Bose.