MOST National dailies on Sunday in their reports mentioned that the quality of classroom teaching in Bangladeshi schools is poor. The matter is supported by two latest government assessment surveys called National Student Assessment (NSA) 2013 and Learning Assessment Survey 2013 (LAS). Reports say that the competence in major subjects like English and Mathematics for school students has decreased in the last two years. Academic experts have clarified that even though pass rates in public exams are increasing, a huge number of students fail to gain the desired competence because of lack of proper classroom teaching and a lack of skilled teachers in major subjects like English and Mathematics. And for this, they blamed inadequate teaching, lack of infrastructural facilities, and insufficient budget allocations.
The experts added that Bangladeshi students rely on private tuition and coaching as there are big questions regarding the quality of classroom teaching. The dismal situation is further amplified by the ironic fact that the students who can reproduce better by memorising score higher marks in the not-so-infrequent public examinations. Moreover, examination questions are repeated at least every three to five years which make them predictable. According to reports, teachers’ guides, teachers’ additional question booklets are also yet to be finalized by the government and thus the teachers do not have any supplementary materials or training opportunities to familiarize themselves with the instructional concepts of the new curriculum.
In other words, the leaders themselves lack updated knowledge on the subject and hence are unable to deliver effectively.
Not that all our teachers are not good and competent, but atmosphere is lacking for lack of overall leadership. The teachers are encouraged to become political sycophants and be benefitted. The students also generally do not find enough inspiration to be well-educated for good position or a good life.
