Bangladesh schools in these villages, there is

Bangladesh is ranked one hundred thirty-nine, in Human Development and has a forty percent unemployment rate. Some of this may have to do with the fact that Bangladesh is a fairly new country that gained its independence from Pakistan, in 1971. The education system in Bangladesh fails to provide opportunities to lower class students; especially lower class females because there are not many schools in high poverty areas, there is a lack of skilled teachers, and the mandatory need for “coaching”. The educational system in bangladesh is flawed due to the lack of attention towards villages.The World Bank said in their report, due to poverty, “more than 5 million children are still out of school. A large part of them live in the city slums or in remote villages.”  This means that there is no place for children in villages to go to schools. Even when there are some schools in these villages, there is no way for students to get to them due to broken roads in these remote villages. It was also stated that, “The dropouts who leave school within one-year were the highest (26%) for female students in rural area.” More than one-fourth of the total female students dropped out within one-year from rural schools. The same trend has been perceived from their male counterparts with different percentage points. On the other hand, highest proportion of students (11% for male and 18% for female) dropped out from private but govt. aided schools. The dropout rate for female students was higher than that of male students except metropolitan area and specially endowed schools. This shows how the areas they live in impact their education level. This is because the government pays more attention to metropolitan schools.  The education system in Bangladesh is flawed due to the lack of skilled teachers as well. According to the UNICEF Bangladesh, “At least ten percent of primary school teaching posts are vacant.  To compensate for the lack of teachers, high-school graduates can apply for teaching positions. One third of staff at government schools teach without a Certificate in Education.” This demonstrates that the education they are receiving is very limited. The education they are being given is only up to high school level by someone with no teaching experience. It can also be inferred that due to the lack of skilled teachers, majority of the actual experience teachers are placed in private institutions.  Another reason the education system in Bangladesh fails its students is because of its cultural norm of “coaching”. “Coaching,” or tutoring, has become so ingrained in the Dhaka culture that parents of young children feel they must conform and hire private tutors or jeopardize their child’s performance in school. This unique phenomenon has changed the face of Dhaka’s primary education system; it has become so accepted that parents of all income levels send their children to tutoring, creating what may be an unfavorable culture and educational cycle.


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