Let’s report a positive story about children and education today.
In Bangladesh, the world’s most densely populated state, which spreads wide around the Ganga-Brahmaputra delta, an initiative from the World Bank, working with NGOs, including Save the Children has had a significant impact upon the educational opportunities of children. This project, known as the Third Primary Education Development Program (PEDPIII) was established with a specific aim of increasing participation and the number of children completing primary education, and improving the learning environment and resources available in schools across the country.
The World Bank has been supporting development and investing in education in Bangladesh since 1972, and their commitment has enabled a significant reduction in poverty levels, providing educational opportunities for many children. In particular a focus on the education of girls, has had a dramatic impact upon female literacy in the country. This initiative has similarly ensured that many children from the poorest sections of society have entered school, a significant number of them as first generation learners.
A recognition that the pre-school years are a critical time for learning has been an important factor in improving educational opportunities for children in Bangladesh. A year of publicly-funded pre-primary education has been provided for children who attend the country’s state funded schools, and has been seen to instil enthusiasm for learning that is being maintained into the primary school years.
The Work to improve education has not ceased with provision for the younger children. A project managed through the Bangladesh Female Secondary School Assistance Programme, has increased girl’s enrolment in secondary schools to 4 million in 2006 from 1.1 million in 1991.
The improvements in educational opportunities provided in Bangladesh have been achieved because of a number of factors. Firstly, a commitment from National and regional government and a recognition that education is critical to achieving a well trained workforce for a competitive future. Secondly, the financial support and investment provided by the World Bank. However, of equal importance has been the expertise of professionals, including teachers both from local communities and working through NGOs. Such collaborations, when clearly focused can have a dramatic impact on the improvement of children’s lives.
Bangladesh is in many respects an educational success story, though there remains much to be achieved and little room for complacency. UNICEF have identified particular challenges in respect of meeting the needs of children with disabilities or learning difficulties. Inclusive schooling remains elusive, though there are examples of good practice emerging. Teacher training is a critical factor in improving this situation and a number of recent initiatives are providing hope that the concept of education for all could become a reality.
The negative influence of poverty on educational opportunity is well known. Bangladesh remains a poor country with many socio-economic challenges. However, it does appear that models of working within this country might provide useful indicators of how others in similar situations can work towards the provision of a more equitable education system.