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Is education delivering on its promise for Bangladesh?

TM Asaduzzaman's picture
 

Are students really learning? This is the primary question In Bangladesh, where more than one third of grade 3 students could not be classified as “readers” because they did not score high enough to be tested. In case of mathematics, the share of students who do not meet minimum proficiency is at 60 percent. These assessments confirm the key message of World Development Report 2018 .

Why are learning levels low? WDR 2018 identifies that the global learning crisis is a result of gaps in one or more of four key school level ingredients for learning - prepared learners, effective teaching, learning focused inputs, and the skilled management and governance that pulls them all together. The report notes that when countries and their leaders make learning for all a national priority, education standards can improve significantly. Relying on evidence gathered around the world, the report offers three policy recommendations: First, Assess learning - so it can become a measurable goal. Second, Act on evidence - to make schools work for all children. Finally, Align actors - to mobilize everyone who has a stake in learning.

Schooling is not the same as learning. Bangladesh has already made a tremendous start by getting most of the children and youth into school. Unfortunately, schooling is not same as learning. Thousands of children attend school but gain very little in terms of actual skills. Moreover, learning outcomes are almost always significantly worse for the disadvantaged. As a result, millions of youths are facing the prospect of lost opportunity and lower wages in later life because schools are failing to ensure learning outcomes.