Preparing our future generation for the 21st century

To create an effective national education system, it should encompass key learning and development domains. Photo: Unicef

Inequality often starts with the luck of birth. The social, economic and cultural environment a child is born into plays a huge role in shaping their future. A child born into extreme poverty is more likely to face poor health, malnutrition and slow cognitive development, limiting their skills and opportunities as an adult. 

In contrast, children from wealthy families tend to have more advantages from the start. Essentially, a person's chances in life are largely decided the moment they are born.

Studies reveal that 80% of global resources and power are concentrated in the hands of 20% of the population, while the remaining 80% consumes only 20% of these resources. This widening disparity is escalating daily, as capitalism fosters rampant wealth accumulation. 

Addressing these injustices is crucial for catalysing a social transformation to an egalitarian, human rights-based and welfare-oriented society. Such a transformation relies on a comprehensive education system and innovative plans and programs.

Moreover, for decades, education has been made a political game, through adapting the politically biassed education policies, strategies, plans and programmes. Now, it's high time to make it an appropriate and instrumental tool for transforming a befitting nation fit for the 21st century.  

To build an effective national education system, it's important to align it with both national and global social, economic and political realities. The system should nurture well-rounded citizens equipped with the knowledge, skills and passion to create and lead a society that upholds democracy, human rights and harmony– free from corruption.

In such a society, individuals would embody democratic values, respect human rights and promote peace and social unity. A responsible nation must also develop the competence and courage to foster respectful international and bilateral relationships, tackling global challenges like sovereignty, peace and sustainability.

Additionally, the nation should take an active role in advancing global peace, climate justice, net-zero emissions, and universal human rights to help create a better world. To reduce inequalities and build social cohesion, a unified, state-led education system is essential.

This framework should integrate a wide range of subjects and developmental areas, including physical, emotional and cognitive growth, alongside essential fields such as science, arts, mathematics, English, history, sports, health, reproductive education, ICT, climate change, democracy and human rights.

This unified education system will ensure that every pupil acquires basic, transferable and job-specific skills and competencies, providing access to both national and global labour markets as skilled human resources. All educational institutions, including private, English medium, and Madrasas will adhere to this framework with no alternative education systems permitted. 

Fostering patriotism, conscience, tolerance and leadership is crucial for our society; therefore, the education system should include dedicated programs to develop these qualities. One possible approach is a one- or two-year apprenticeship course with the Bangladesh Army, which is recognized as the most disciplined and patriotic force in the country.

Given the current socio-economic, political and military landscapes, Bangladesh should implement a four-tier education system:

Level 1: Basic education from Pre-Primary to Grade 12, featuring a blended curriculum covering all learning and development domains.

Level 2: A one- or two-year apprenticeship course with the Bangladesh Army to cultivate patriotism, conscience, courage, and discipline.

Level 3: Specialised and skills development education, including fields like engineering and medicine.

Level 4: Higher education encompassing Master's and PhD programs.

Without quality, education becomes a waste of resources and time. Quality education refers to the successful outcomes of an integrated education system, which is interdependent across all educational levels. Unfortunately, the quality of education is alarmingly poor at every stage. 

A significant proportion of primary school children—one-third to one-half—struggle to read their Bengali subjects adequately, and their performance in English and Mathematics is even lower. Secondary school students often lack the skills necessary to address basic issues in their daily lives, reflecting poor linguistic and mathematical abilities. 

Meanwhile, university graduates frequently find themselves unable to enter the job market due to a mismatch between their skills and the demands of employers.

Ensuring quality education at all levels—ranging from basic education to tertiary and vocational training—is imperative. To improve educational quality, a substantial revision and update of every aspect of the education system is required. 

This includes education policy and law, governance, curriculum and teaching materials, teacher competency and professional development, assessment and evaluation of learning outcomes, community involvement and the overall educational infrastructure and environment. 

Compromising on any of these elements will adversely affect the pursuit of quality education.

National unity is another crucial priority, as it is intrinsically linked to national security, sovereignty, and comprehensive national development. 

The proposed changes in education, including a 1-2 year apprenticeship with the army after Grade 12 or basic education, aim to strengthen national unity, security, and sovereignty. This initiative will also help bridge the gap in leadership skills needed in local markets.

Education, from primary school to university, should be free or highly affordable, ensuring talented students from marginalised backgrounds aren't denied opportunities. Access to higher education should be based purely on merit, allowing the most deserving students to pursue their dreams.

Universities must align their programs with market demands to produce competent graduates, avoiding a scenario where poorly trained graduates become a burden on society.

Right now, many schools and universities charge high fees but offer low-quality education, highlighting the urgent need to shift education from being a profit-driven industry to a service-oriented sector focused on student success.

In the 21st century, skills and competencies such as resilience building, global citizenship education, and ICT proficiency are crucial for thriving in open global markets while effectively addressing contemporary challenges. 

To ensure sustained economic growth through ethical and responsible business practices, the education system must strengthen local and national market mechanisms and tackle issues related to global trade imbalances. Irresponsible behaviours, ignorance, and unscrupulous business practices significantly contribute to climate change and natural disasters. 

Therefore, fostering positive behaviours towards our planet, along with imparting knowledge on climate change mitigation, adaptation, and resilience building, is essential for mitigating the adverse impacts of climate change. The education system should prioritise building resilience within individuals, communities, and systems to ensure sustainable development.

Md Siddique Ali is the former country director (interim) and programme manager, education at the BRAC International in Afghanistan. He worked at several positions at Concern Worldwide and UCEP Bangladesh for over 25 years.

Disclaimer: The views and opinions expressed in this article are those of the authors and do not necessarily reflect the opinions and views of The Business Standard.