PRIMARY EDUCATION BANGLADESH

Transcription

1 Banbais Publication: 56 PRIMARY EDUCATION IN BANGLADESH Bangladesh Bureau of Educational Information and Statistics (Banbeis) Ministry of Education 1, Sonargaon Road (Palashi-Nilkh«t), Dhaka-5 January^ 198Z

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3 PREFACE Universalisation of education at the primary level in Bangladesh has of late been receiving much greater emphasis than in the past. Resources from home and abroad are being mobilised for the purpose. It is important that policy makers, planners, executives and researchers engaged in primary education sector receive up-to-date information and statistics, while at the same time, the trend of progress in the area is also made readily available for them. This publication attempts to present a write-up along with selected time series data on primary education. This shows the gradual development of primary education in the area now forming Bangladesh beginning from the British period {i.e., 1854) till the present time. It is an updated and enlarged version of BANBEIS publication No. 31 published earlier in It is hoped that this publication will be helpful in furnishing relevant information and data to the planners, administrators and general readers for facilitating the universalisation of primay education in Bangladesh. We are grateful to all the organisations/institutions whose sources were lavishly used by us throughout this publications. In particular, BANBEIS is grateful to Dr. Z. I. Bhuiyan, Director General, Directorate of Primary Education, for his valuable comments and suggestions on the first draft which have been taken care of in the improvement of the manuscript as it now stands. Any suggestion for the improvement of this publication will be thankfully received and acknowledged. We shall feel amply rewarded if this publication comes to proper use to those for whom it is intended. Director Bangladesh Bureau of Educational BANBEIS. Dhaka Information & Statistics {BANBEIS) January, 1987 Ministry of Education, Dhaka,

4 Topic CONTENT! PART-I Page No. 1. Introduction History of th«development of Primary Education Teachesr* Training Cluster Training Activities Community Learning Centre, Educational Technology Financing of primary Education Participation of Local Community for Promotion of Primary Education 7 9. Prospect of Universalisation Second Primary Education Project Integrated School Development Programme Universalisation of primary Education Project Promotion Policy « Primary Education Act.... «10 Part-n. I. Demography : 1.1 Population Projection of Bangladesh (Medium Variant) for Children 6 11 years, , both sex Population of Bangladesh by District, 1961, 1974 and Mid-Year (July) Population Projection of Bangladesh 11. Schools : by age groupsex, 1985 and Number of Primary Schools, & Number of Primary schools by gender, \.6 Number of primary schools by management, Number of Primary schools by District, 1985.» 21

5 ii Pago No. 1.8 Number of Primary schools by location, (urban-rural) 1.9 Catchment Area for Primary schools by District, EL Teachers: 2'1 Number of Primary school Teachers by sex, Number of Primary School Teachers by Management, Primary Teacher and Student ratio by District, Number of Teacher by status of training, *5 Enrolment and output of trainees ir various Courses conducted by.. APE, NAPE Number of Teachers and Students of PTIs by Institute and sex, «7 Output of Teacher trainees and outsider trainees from the PTIs, IV. Enrolment: 2»8 Primary age population (6-10) and enrolment for selected years Enrolment in primary schools by Management, Enrolment, in primary schools by sex, Primary enrolment by grade and sex, A6 3-3 Primary enrolment by grade and sex, «4 Primary enrolment by grade and sex, 1982, Primary enrolment by grade and sex, Primary enrolment by grade and sex, Primary enrolment by grade and sex, ,. 48 V. Expenditure 3-8 Public Expenditure for primary education, to " Government Expenditure on development projects of the Ministry of Education under Annual Development Programme, to *1 Allocation of A.D.P. by major Heads of Education, to VI. Carricalnm: 4»2 Curriculum for classes I and n.,., *7 Curriculum for classes HI, IV and V *4 Production of Primary Text-book by grade and subject,

6 Table No. lii LIST OF^THK TABLES J Page No. 4*5 Distribution of Primary text-bcoks by grade end subject, 1983-E4.. (0 VII. Literacy t 4-6 Obtained literacy Percentages for different census years.. 0 4*7 Number of Literates and literacy rates for Char, Ha or and Hill Tracts 61 4*8 Age group literacy in Bangladesh by sex *9 Literacy rates by sex and residence Percentage of Literates by Districts and sex Number of Illiterates ; Absolute and Relative growth of Illiterates 64 5*3 Number and growth of Illiterates by Area *4 Number of Adult Illiterates by sex, age groups and Location.. 4 5*5 Number of Adult Illiterates in special 'Haor' areas *6 Number of Adult Illiterates in special "Char* areas '7 Number of Adult Illiterates in special Hill Tracts areas «8 Number pf Adult Illiterates in years by organisation other than government 66 5*9 Literacy and 'follow up' bcoks, their production and distribution *1 Estimated number of trained literacy Teachers in District *2 Cost incurred per student during on Adult Education National Revenue, Educaticnal expetses and expenditure en literacy 70 Programme, ANNEXURE 71

7 Introduction : Bangladesh is one of the most densely populated developing countries of the world with nearly two million people. The population growth rate per annum has recently ( ) been estimated at 2-17 percent. Population Census 1981 gives the literacy rate of 23-8 percent 31 for male and 16 for female. Literacy continues to be one of the slowest attained national objectives. The literacy percentages obtained by using comparable literacy criteria (i.e. ability to both reading and writing) for the population census held from 1951 to 1981 are as follows : TABLE : Comparable Literacy Rates From 1951 to 1981( %) Year. On the basis of. On the basis of total population. population aged 5 years and above SOURCE : A Study of the Literacy Situation-Policy and Plan FREPD/UNESCO, pp Literacy percentages amongst communities widely differ of Bangladesh The following table indicates literacy percentages obtained among various communities : TABLE : Literacy Rates Among Communities, 1921 to 1981 Population Censuses Community Bengal (on the basis East Pakistan (on Bangladesh of total population) the tasis of total (on the population) basis of total population) All Communities Muslims Hindus Others SOURCE: A Hand Boolfi of Educational Statistics, pp. 96 Bangladesh Bureau of Statistics, (Relevant Publications)

8 History of the development of primary education: British period opto 1947) Primary Education as it is understood today in Bangladesh was first recommended in a despatch known as 'Wood's Education Despatch' in The recommendation was for the establishment of graded school system from universities/colleges to primary schools at the bottom. The Despatch also recommended education for the masses through aided indigenous elementary schools. Education for the masses was somewhat a new concept. The recommendation remained mostly unimplemented by the newly established Department of Public Instruction because of resource constraints. India became a British colony in Between 1861 and 1871 local taxes were imposed to meet the cost of primary education except in Bengal where the peculiar land revenue system known as Permanent Settlement presented an obstacle. But a large government grant coupled with opening of a number of indigenous schools at local initiative, but mostly aided, helped the province to achieve considerable expansion of primary education. A Commission was appointed by the then Viceroy of India, Lord Rippon in 1882 Known as India Education Commission to review the development of education in India since the 'Wood's Despatch' and to suggest measures for carrying out the policy decisions made there in with particular reference to Primary Education. The Commission recommended that the control of primary education be made over to the local bodies (District and Municiapal Boards) because of limited funds at the disposal of the government for management of primary schools, the local bodies would raise funds locally and through subsidy from the government as well as school fees to be paid by the pupils. The Commission declared that primary education would have an almost exclusive claim on local funds and a large claim on provincial revenues. Some of the achievements in the field of primary education during period were construction of school buildings, improvement of training and qualification of primary teachers, admission of girls and pupils of low caste, and use of printed books. The method of teaching was improved by using objective lessons, more humane treatment to the child in the class room and use of teaching aids. Lord Curzon who took over as Viceroy of India in 1898 proved to be a great educational reformer. He followed a policy of giving larger grants to primary education both non-recurring and recurruing. This brought about considerable expansion of primary education as the following figures will show. Items All India Position Number of recognised 1881-' ' '12~ Primary schools 82,916 93,604 1,18,262 Number of students 29,61,541 30,76,671 48,06,736 SOURCB i History of Education in India, P-488

9 Source : History of Education in India, P-488 In the decade ' some of the provinces in India including Bengal passed Compulsory Education Act to be implemented in selected rural and urban areas for children of both sexes, The local self-government institutions were made responsible for enforcing the compulsion. In 1935 Government of India Act was passed introducing provincial auto" nomy and all matters regarding education excepting a few central subjects were transferred to the provinces. Immediately, compulisory primary education issue started attracting attention of the provinces. Another trend of this period was to withdraw powers given to local bodies over primary education. In 1944 a comprehensive rational plan of education known as Sargent Report was prepared. It provided for pre-primary education for children between 3-6 years, and universal compulsory and free primary education for all children between 6 14 years divided into Junior Basic (6 11 years) and Senior Basie (11 14 years) stages. This was to be achieved in 40 years time. Pakistan period ( ) : On the partition of India the geographical area now forming Bangladesh became a province of Pakistan. The new country adopted the same objective of universal, free and compulsory education for all children between 6 11 years extending it to cover all children upto 14 years its its first national conference on education held in November, Universal free primary education was a major goal of national planning in the First Five Year Plan (1955-'60). The Plan hoped that free and compulsory primary education would be possible in about 20 years, During the First Five Year Plan no noticeable progress was made in primary education excepting some improvement in teacher's salaries. The enrolment increased by less than 50% form what was planned. On the eve of Second Five Year Plan ( ), a National Education Commission was set up in The Commission recommended that 5-year primary school course should be made universsal and compulsory within next 10-years and compulsory education of 8-years schooling should be introduced and implemented within next 15 years. It recognised the problem of dropping-out from schools and advocated a system of promoting children by age at the end of the year rather than by results of the tests. The Third Five Year Plan ( ) aimed at increasing enrolment from 45% to 70% of the primary school age-group children in 1970 mainly by increasing girls' enrolment. Primary Education did not enjoy the priority it deserved in none of the three Five Year Plans executed during the Pakistan period ( ) although there was no dearth of rhetoric championing its cause. The share of primary education out of the total allocation in the education sector was around 22% and actual utilization of allocated fund was much less.

10 Current Developments : One of the first acts of the Government in the newly independent country in the field of primary education was to nationalise privately manged primary schools in through an Act, and the teachers of those schools (5 teachers per schools) were made government servants. One of the educational objectives of the first 5-Year Plan ( ) was that all children must be assured of basic formal education at least upto primary level. Only 18% of the total allocation in the education sector amounting to Taka crore was allocated to primary education. The break-up of the allocation was as follows: (I) Construction and consolidation.. Tk. 33,00 crore (II) Instructional materials.. Tk. 8,34 (III) Text-books.. Tk. 7,38 (IV) Salaries of additional.. Tk. 9,00 (Teachers for double-shift programme) Besides the above allocation, an amount of Tk crore for the new PTIs, 3 exclusively for female teachers and Tk. 3 '00 crore for improvement fo the existing PTIs were earmarked. The Plan also drew up comprehensive programme of Non-formal Education. It included People's School, Youth Complex, Literacy School, Women's Education Centre, Feeder School, Non-formal. Vocational Training Centre and Workers' School. A sum of Tk. 40 crore (50% of the amount to be contributed by community) was earmarked for the purpose. The Plan made moderate progress in implementing various programmes in primary education. The number of schools increased by 5,000 although there remained 3,749 primary scools (1973-'74) to be nationalised. The total enrolment went up from 7.8 million in 1973 to 8'2 million in The girls' enrolment registered an increase from 2.7 million to 3.0 million during the same period. The number of primary school teachers increased from 1,55,742 in 1973 to 1,86,144 in 1978 out of which 1,27,712 (69%) were trained. The existing programmes in primary education were continued during the next 2-year plan period (1978-'80). A total Tk. 800 million, Out of which only Tk. 341 million could be spent (a mere 42% utilization), was available for primary education during During the Second Five Year Plan education sector got Tk. 4770, million, which is 4.3 percent of the total sectoral allocation in the'public sector. Out of this amount Tk million (over 46%) was given to primary education and in order that primary education receive undivided attention a separate Directorate of primary education was created.

11 Teachers' Training : There are 52 government and 1 private primary Teachers' Training Institutes. They offer one-year Certificate-in-Education course to the serving untrained teachers, as well as S.S.C. passed outsiders (raised to H.S.C. since 1981 for male students). Who want to be teachers. The present curriculum includes both pedagogical and general subjects. Psychology as well as principles of education are also taught. The general subjects taught include those covered in the primary schools. In pedagogy practice teaching is included and for which experimental primary school is attached to every P.T.I. The annual intake capacity of PTIs is around 9,000 but it remains underutilised. On an average between and , 6123 received tiaining each year. Of them 2721 were male and 324 female teachers, and among the outsiders, 404 were male and 2647 females. In order to raise the proportion of female teachers, female outsiders candidates are given preference and are provided with free hostel accommodation. There are now about 15,200 (8 %) of 1,90,000 total teachers who need to be trained. The annual attrition rate due to retirement, death and other reasons is about 15,000 as against only 3,078 outsiders who have been receiving training annually during the last 6 years. At the present rate of output of PTI graduates it is not even possible to fill-up the yearly vacancies Besides, of the 32,757 teachers in the private primary schools 21 % or 6,879 teachers are trained leaving teachers requiring training now. An academy called National Academy for Primary Education (NAPE) was established in 1978 initially known as Academy for fundamental Education (AFE)witha view to improving primary education by curriculum revision, enhancement of the quality of PTI training, development of teaching aids, and doing research into problems and issues of primary education. NAPE and NCTB (National Curriculum and Text Book Board) have the responsibilities to determine the Academic and pedagogical contents of the PTI training. The terminal examination at the PTIs is conducted and evaluated by the NAPE. The Upazila Education Officer (UEO) is the educational administrator most closely linked to the primary schools. He/She is responsible for all aspects of primary education-students, school building and supplies, teachers salaries and discipline, Academic supervision etc. Because of heavy pre-occupation on the part of UEO's supervision of primary schools has remained unsatissactory for a long time. To correct the situation, a cadre of AUEO's (50%) recruited from head teachers and the rest from graduate outsiders put through short course of training have been recruited for closer and effective supervision. The AUEO is an itinerant officer spending almost all his working days in visiting schools and taking remedial measures. On an average each AUEO is assigned for 20 to 30 schools and he is supposed to visit all schools at least once a month. School Managing Commttee headed by the resident member of the local body (Union Paiishad) with the head teacher acting as the Secretary is directly responsible for supervision and management of the primary school, which is overseen by the Upazila Shikkha Parishad. Cluster Trainingi Activities : School-based Cluster-Training is an innovative attempt to help professional growth of the primary school teachers in a continuous manner. The primary objective of this kind of training is to help the teachers to solve theit SOURCE : ireport on the Experimental Cluster Training May-June, pp 1-2 Directorate of Primary Education Ministry of Education.

12 day-to-day teaching-learning problems, Between January and April, 1983 altogether 16,000 teachers participated in a week-long crash courss This course was intendent to prepare the teachers for their role in UPE and laid the foundation for further recurrent training. The course also provided opportunity for the Assistant Upazila Education Officsrs (AUEOJ) to organise teachers training with the help of UEOs and resourcs persons from the PTIs. National Academy for Primary Education (NAPE) etc. This on- -the-job training for all 16,000 teachers will be implemented in stages at school level. It will be organised cluster-wise by the AUEOs. There are 4 7 AUEOs in an Upazila under the overall authority of the UEO. Each AUEO works with the schools within each cluster. The AUEOs visit all these schools in his/her cluster regularly and organise regular teacher training for the teachers at each school, Cluster bas?d training will enable the teachers to participate in their own professional development. Through group discussion and study they will identify their own problems and become conscious of their own training needs. In discussion they may gain ideas for practical application in the classroom which they may try-out on an individual basis. AUEOs visits to school will not only motivate the teachers but also give them support and feed back whereby they may improve their competence in the classroom. Cluster-based training will enable teacher training and support to be linked with the professional supervision of schools. At cluster level the AUEOs will move from school to school observing examples of good classroom teaching They will be able to diseminate these good examples to other schools in the cluster. AUEOs will combine their role as supervisors of schools with a role as construct ive supporters and communicators to teachers. Community Learning Centre (CLC)2 : To achieve the goal of universalisation of primary education for 5 years alternative recourse to non-formal education by way of establishing Community Learning Centre has been undertaken. The centre will be used to Create a learning situation for the whole community in which the children are the main beneficiary. The idea is to make parents regard education of their children as a part of total community activity. The most important component of the CLC is to educate the parents various aspects of life and environment including functional literacy keeping in view the requirement to childhood education. Fifty CLC have already been started functioning and its number is gradually increasing by phases. Text Book : The National Curriculum and Text Book Board is responsible for writing, printing and distribution of Text Books for primary to secondary levels, A system has been introduced by which manuscripts of primary Text Books have to be pre-tested at the NAPE. Printing of Text Books is done at the private printing presses appointed by the NCTB. For distribution of primary text-books responsibility lies with the Directorate of Parimary Education. In 1986, all the students have been supplied with free text-books. SOURCB : Fducation in Bangladesh. Bangladesh Bureau of Educational information and Statistics, p. 10.

13 Educational Technology : Since January, 1981 Radio Bangladesh in collaboration with the Bangladesh Institute of Distance Education (BIDE) has been broadcasting 40-minute programmes on education for six days a week. The radio programme is meant for teachers and students. It includes subjects like, Bengali, English and Social studies, etc. Besides, mobile audio-visual vans ars used for teachers training and non-formal education. There is a regular programme of production, distribution and showing of audio video-cassettes for the purpose. Preparation and printing of educational wall Charts and Maps on different subjects are prepared for distribution to primary and secondary schools for classroom teaching Short training courses on audio-visual teaching aids and audio control console sets for the primary and secondary schools teachers and made avail able. It has also been proposed to strengthen the training of teachers of primary and secondary schools for production and utilization of low cost teaching aids and materials and acquaint them with modern educational media and technology. The Bangladesh Institute of Destance Education (BIDE) also exhibits educational programmes through films and Video tapes in different institutions in the country. Financing primary education : The recurring expenditure on primary education in was Tk. 450 million, and following large scale nationalisation of primary schools in 1973 and 1974, it went upto Tk. 840 million in The recurring expenditureon primary education was Tk million in The Plan allocation for development of primary education during was Rs. 250, million with an expected utilisation of Rs. 149 million. The Plan allocation for development of" primary education during period was Tk. 800 million. The fund actually allocated through ADP was Tk. 368 milin with actual expenditure of Tk. 341, million. Actual expenditure as percentage of the Plan allocation was thus 42-62%. The unit costs for primary education in 1978 and 1981 was Tk. Ill and Tk. 133 respectively. Adjusted for ever-reporting of enrolment the unit cost comes to Tk. 133 and Tk. 181 respectively. -v Participation of Local Community for promotion of Primary Education : Bangladesh has a long tradition of patronising primary and secondary education through community support in the form of outright gift of land, cash donation and providing other sources of income for the schools, voluntary labour, donating materials for construction and the like. Even now a new school could be established only on land made available free of cost by the community. Although a state responsibility, the Government feels that community has a big role to play in motivating parents and guardians toj send their wards to the primary schools and keep them there till completion of class-v. Upkeep the school structure and premises and safeguarding ; school properties, making the school the centre of social and cultural activities and by taking interest in the welfare of the students in many other ways also comes under the perview of community participation.

14 8 In order to enable the community to discharge the above responsibilities and promote primary euducation the Government has taken the primary school administration and management upto the lowest tier of general administration called thana (aow-upazila) which has typically schools serving a population of about 2000,000. Excepting certain policy matters relating to universalisation of primary education and maintenance of uniformity of standard of teaching and students' achievement, the Upazilla would develop and manage primary education within its jurisdiction including appointment and transfer of teachers. There are Upazila Education Committee formed for the purpose. Similarly, every school has a representative managing committee to ensure, proper functioning of the schools. Government is also encouraging for mation of parent-teachers Association in every school to toster greater cooperation and understanding between the community and the ichool. Prospect of Universalisation : The perticipation rate of the primary-age-group children has remained almos constant over the last few years and the latest rate obtained for Bangla desh is about 67 %. Efforts of universalisation of education at the primary level are going on. Both the Government and non-government sectors aro trying hard to achieve the target. Meanwhile, the size of the target group population is also increasing every year. Table 1.1 shows population projeotion of Bangladesh by sex for the years between age group 5 to 10 years under medium variant. An attempt has also been made to project primary enrolment for the same period by age and grade under various assumptions. Details of the assumptions made in projecting primary enrolment under alternate assumptions have been shown in relevant tables. Second Primary Education Project 3 (SPEP): The Second Primary Education Project (SPEP) for is concerned with the overall development of primary education in approximately 37,000 primary schools run directly by the Government through those componentst oommon to all schools including teacher training, curriculum development textbook distribution as well as distribution of learning materials the interim goal for UPE by 1990 would be : (a) to increase primary school enrolment (particularly of girls), from. the present 60% to about 70% of the the 6 10 age-group. (b) to ensure that a great majority of those enrolled in 1985 complete the 5-years primary cycle ; and (c) to improve internal efficiency of primary schools through bettor management, effective supervision and improved instruction. The enrolment is intended to be increased from 8.9m in 1985 to 11 6m in Financing: During the Third Five years Plan (TFYP) the project will be financed jointly by the Government of Bangladesh and four International Agencies yfr. IDA, UNICEF, CIDA and UNDP. The IDA will provide assistance as Source : 3 An outline of the Second Primary Education Project ( )

15 toft loan while other agencies will provide assistance as grant. The UNDP ' grant for Technical Assistance will be executed by UNESCO. The lending donor agencies will finance 86% of the project cost during the first three years ( ) of TFYP. The quantum of aids is as follows : "'-' Agencies US %Million Taka in Lakh (a) IDA (b) UNICEF (c) SEDA 6* (d) UNDP Total 99*70 27, Integrated School Development (ISD) Programme : The Second Primary Education Project ( ) is concerned with overall development of primary education through those components common to all schools including teacher training, curriculum development, textbook production distribution and learning materials distribution. Within this everall project, however, almost one-third of the schools will be taken up for more intensive development under, the "Integrated School Development" or ISD programme which in addition to the components listed above for the overall project includes the components of civil works, furniture, ' project-related training, community orientation programmes and community imputs to schools. The ISD programme, therefore, serves as the leading edge and thrust for - v the development efforts towards universalizing primary education during the - Third Five Year Plan period ( ) through the provision of extra facilities. Universal Primary Education (UPE) Project: 4 The universalization of primary education (UPE) and the eradication' of illiteracy are two of the basic goals of the Government's Perspective Developmant Plan for the period Upto 1980, development of primary education was unco-ordinated and seriously hindered by financial and other constraints. The SFYP ( ) marked the beginning of the parspective plan for UPE. The Governmant included the development of primary education as a priority goal for the SFYP period. Primary education development ; allocation reached more than 46% of the total allocations for the education sector. The present scheme is the revision of the ongoing and approved UPE (National) project as mentioned above. The project was executed during SFYP which emphasized the need for expansion and improvement of primary Source : 4 An outline of the Second Primary Education Project ( ) pp. 1, Directorate of Primary Education, Ministry of Education.

16 id -education by increasing enrolment, reducing dropouts and repetition and strengthening of educational administration. During the TFYP ( ) the Directorate of Primary Education has been entrusted with the task of implementation of UPE. The Director-General of Primary Education is the Project Director. The main thrust of the UPE activity would be in planning and implementation of the project in collaboration with the Upazilla Parishads in accordance with the decentralization policy of the Government. Promotion Policy: Promotion to the next higher grade at the Primary level is given on the basis of the satisfactory results of the annual examination held ait the end of each calendar (January to December) year. As a result many of the students leave the school system only for avoiding to appear,at the annual examination. Of those who remain at the school on the average 50% fails to be promoted from class I to class II alone. This system has thus been atributing substantially for the huge wastage caused at the Primary level. To avoid this situation, Government decided to treat both the Classes I and II as one unified ungraded Class. The reading and writing of the ungraded class will be continued for consecutive years. After two years every student of class I will be promoted to class III. This practice will, however, not include those children who are minors and have been reading in free-primary (Baby) class. Details of the governments promotion policy introduced with effect from the academic year 1986 may be seen at annexures I and II. Primary Education Act: Government of Bangladesh Promulgated Act No. VET of 1974 to make. provisions for the taking over of certain Primary Schools by the Government or setting the passage for universalisation of education at the primaiy level. To provide for better organisation of primary education and efficient administration and management of the affairs of -prmiary schools, the Primary Educa- ' tion Act, 1981 was promulgated. In the meantime government started reorganisung the administration at the upazila level and in terms of the local government (Upazila Parishad and Upazila Administration Reorganisation) Ordinance, 1982 began upgrading the Thana in phases. Under the reorganisied set-up, each upazila is the foca! point of all administrative activities. Government resolution circulated under Cabinet Division's No. DA-12(26)/82-449, dated 23rd October 1982 states that the -affairs of education upto primary level shall vest in the Upazila Parishad. Thus, under the changed circumstances the Primary Education Act, 1981 having. become obsoiate, has since been repealed and in exereise of the powers conferred the revised Primary Education Act, 1983 was promulgated (Anncxiure III, IV and V refers).

17 PART H

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19 TABLE 1.1 I Population Projection of Bangladesh (Medium Variant) for Children (6-11) Years, v* [In thousand) Year Ivuli Sex UWAi ' A « _., ,. 1988,., r...' Total Girls Total Girls Total Girls-- Total Girls ; ' ' Total Girls " " Total Girls TABLE 1.2 i Population of Bangladesh by - «> - District/Division - Bangladesh Chittagong Division Chittagong... Cox's Bazar Bandarban V * Khagrachari Rangamati... Brahmanbaria - - *** " - District: 1961, 1974 and [In thousand] Population.-1 * * i " ' ] ' ' 50 ' ^ Source 5 UNESCO Population Projection for Bangladesh.

20 14 District/Division Chandpur... Comilla Feni Lakshmipur Noakhali Habigonj. Moulovi Bazar Sunamgonj... Sylhet Dhaka Division Dhaka Gazdpur Manikgonj... Munshigonj.. NarayangonJ Narshinghdi Faridpur Rajbari Oopalgonj... Madaripor _ Sariatpur ~ Jamalpur Sherpur Kisboregonj m Mymensingh Natrokona.,. Tangail I486 Population * *

21 District/Division Population r l Khulna Division - Barisal Bhola Jhalokati Perojpur Patuakhali.. Barguna Jhenaidah.. Jessore Magura Narail. Bagerhat Khulna Satkhira Chuadanga... Kushtia Meherpur... Rajshahi Division Bogra Jaipurhat Dinajpur 1 Paachagarh ThakuigaoQ Pabna Serajgonj

22 16 ict/division T961 Population Noagaon Natore Nawabgoaj... Rajshahi.- * Oaibandha.. *> * Kurigram Lalmonhhat» Nilphamari Rangpur TABLE 1.3. : Mid Year (July) Population Projection oi Group and Sex, 1985 and Bangladesh by Age [Thousand] Age Group. Both Sexes Male Female Both Sexes Male Female All ages " SOURCB : Statistical Year Book of Bangladesh 1980, PP. 692, 693 Bangladeshi Bureau of Statistics, Ministry of Planning.

23 17 Age Group 'Both Sexes Male 1 i Female r Both Sexes Male Female Percentage : SOURCE : Statistical Year book of Bangladesh 1985 and Bangladesh Bureau of Statistics, PP 41 ; TABLE 1.4 : Number of Primary Schools, Year Number Year Number , , ,067 26, ,000 26, ,352 26, ,281 26, , ,688 3-D

24 18 Year Number Year Number , , , , , , , , , , , , , , , , , , , , , , , , * 44,200 Estimated. SOURCE : a. Pakistan Statistical Year-Book, b. Statistical Year-Book of Bangladesh, 1975, pp c. Annual Reports of DPI for , , and , pp. 3 d. Statistical Pocket-book of Bangladesh, 1978, pp TABLE 1.5: Number of Primary Schools by Sex Year Number of For boys & girls Schools For girls alone. Year Number of r For boys «& girls Schools For girls alone ,633 4, ,260 2, ,067 4, ,227 2, ,989 2, ,000 2, ,352 2, , , ,281 2,281

25 19 Year Number < jf Schools For boys & girls For girls alone. Year Number of Schools For boys & girls.a, For girls alone ,579 2, ,125 1, ,688 2, ,613 1, ,583 1, ,542 1,983 I96I 26,665 1, , ,747 1, , ,149 1, , ,562 1, , ,649 1, , ,042 1, , ,225 1, , ,492 1, , ,908 1, ,937 * ,082 1, , ,047 > 1985*.. 44,200 Estimated. SOURCE : a. Pakistan Education Index b. Statistical Year Book of Bangladesh, 1975 pp c. Annual Report of DPI for and , pp. 3. d. Statistical Pocket Book of Bangladesh, TABLE 1.6: Number of Primary Schools by Management, Year, Non- Government Government Total , ' , , " 26227

26 20 Year Government Non- Total Government ,092 5,164 5,193 21,689 23,507 23,505 23,541 23,638 23,780 24,023 24,103 24,510 24,821 25,019 25,736 26,399 27,134 N.A. 28,106 36,165 36,165 36,165 36,142 36,142 36,468 36, N.A N.A

27 21 Year. Government Non- Total Government , , , , * 36,685 36, SOURCE : Pakistan Education Index, 1970, SOURCE a. Statistical Year-Book of Bangladesh, 1975 pp b. Annual Report of DPI for and , pp. 16. c. Statistical Profile of Education in Bangladesh, 1978 pp. J5. TABLE 1.7: Number of Primary Schools by District: 1985 District/Division Total Institution Government Bangladesh Chittagong Division Chittagong Cox's Bazar.. Bandarban Khagiachari.. Rangamati Brahmanbaria Chandpui Comilla Feni Lakshmipur.. Noakhali Hobigonj

28 22 District/Division Institution Total Government Moulavi Bazar Sunamgocj Sylhet Dhaka Division.. Dhaka Gazipui Manikgonj Munshigonj Narayangonj.. Narshingdi Faridpur Rajbari Gopalgonj Madaripur Sariatpur Jamalpur Sherpur Kishoregonj.. Mymensingh.. Netrokona Tangail Khnlna Division Barisal Bhola Jhalokati Perojpur

29 23 District/Division Institution.A Total Government Patuakhali Barguna Jhenaidah Jessore Magma Narail Bagerhat Khulna Satkhira Chuadanga Kushtia Meherpur Rajshahi Division.. Jaipurhat Dinajpur Panchagarh Thakurgaon.. Pabna Serajgonj Noagaon Natore Nawabgonj Rajshahi Gaibandha Kungram

30 24 District/Division Lalmonirhat Nilphamari Rangpur Institution Total Government Notes: Figures include Government and Non-Government (Registered) Schools. SouRCB ; Statistics on Population and Education by Upazila/Disirict, p. 14. TABLE 1.8 ; Number of Primary Schools by Location Year. Number Rural of Primary Urban Schools Total SOURCE i Statistics on Primary Education, p. 71.

31 TABLE 1.9 : " Catchment area per Primary School "by District, SI. '"' "Name of the District. No. " Number of Area in Sq.Total Area ^Institutions" Km." (KM) Per -- Institution...1, Dhaka.,. 2 Gazipur ^ c^ Ml Narayangqnj Munshigonj 5 Manikgonj 6 Narsingdi 7 Faridpur HI ? 9 Shariatpur ; 2r47, lo'-rajbari.. 11 Gopalgonj ; 1484 ^ 3^5 *-5. c Tangail T Jamalpur Sherpur 15 Mymensingh 16 Netrokona 17 Kishorgonj cr t.-c " V 3.22 >* i c DiyisipN Chittagong J3.O Chittagong, Hill Tracts Khagrachhari Bandarban

32 26 SI. No Name of the District. Noakhali Laksmipur Feni Comilla Chandpur Brahmanbaria Sylhet Moulvibazar Hobigonj Sumangonj CHITTAGONG DIVISION Rajshahi Nawabgonj Natore Naogaon Rangpur.. Lalmonirhat Nilphamari Gaibandha Kurigram Dinajpur Panchagarh Thakurgaon Pabna Sirajgonj Number of Institutions Area in Sq. Km Total Area (KM) Per Institution

33 27 SI. No. Name of the District. Number of Institutions Area in, Sq. Km. Total Area (Km) Per Institution. 47 Bogra Joypurhat RAJSHAHI DIVISION : Khulna Bagerhat Satkhira Jessore Jhenaidah Magura Narail Kushtia Chuadanga Meherpur Patuakhali Barguna Barisal Bhola Pirojpur Jhalokathi KHULNA DIVISION : BANGLADESH : NOTE : Figures include government and non-government (registered sehcol). SOURCE : Statistics on population and Education by upazila District pp. 8-14'

34 ^ * * 28 TABLE 2.1 : Number of Primary School Teachers by~sex Year ^ -?- Male Female Total , ,921 75, ,932 2,471 70, ^ 64,999 1,822 66, ~..?2 *^' 61,942 ' "2,873'' 64, >... ->> 60,056 1,898 61, : A A ^ «.. r" 65,175 1,913-67, ?.. \:> 69,988 1,900 71, Z.. 69,716 1,761 71, N *.. A>^ 70,111 1, , ,566 1,672.71, S... r v 72,882 1,843...,-74, ,.? 75,432 1, , ,..^ 76,843 1, ,.. -78, s.,. y~ 78,803 1,721. _. 80, v> c... 80,873 1,604 82, ^ 84,767 1,846 86, ,..... ^ 90,487 1,960 93, % * - - 'i ~ *> 92,511 2,019 94, N.A. N.A. N.A _ 1,14,734 2,541 1,17, ,33,270 3,238 1,36, '... ; :.. 1,51,806 3,936-1,55, ,.. f 1,44,378 5,889 1,50, ,56,320 8,399 1,64, ,63,690 8,758 1,72, t 1,63,537 10,847 1,74,384

35 :29 Year,c Male.. : Female Total" 1978 V 1979 CO " )7 1 no A iyo4 _ f985* ". «.-r-c-~ >: 1,71, ,72,960 ::7I 1,72,033 1,73,143 *""" ' 1,73,183 - Cl,74,692 "1,74,801 14,409 14,544 14,345 14,861 15,066 15,192 15,199 1,86,144 1,87,504 1,86,378 1,88,004 l;88,243 1;89,884 1,90J000 TABLE 2. 2 : Number of Primary School Teachers by Management ,,.. Year?,: r>\7 Govt.-,..>.; Local bodies Private Total" 1948>?-" l^9 T.: l950 >it - : ~;.^-' ^ ~ : ioo ioo" =--- : 48, : 48, * 48,010 26,714 21,700 18, ;403" 66^ ??,: 1952 VS '- :?/ ioo" v ~-- : 47,105- V. : ioo - -' : 45,400-17,610 15,454 64,815 61^ ' ~^-" i i8,iba ' : -' : 37,498-11,500 67, ? " 7.«-- v - 16,20V "' 45,000" 10,698 71, v-- :r - 16,200 <" : - 45,450" 9,927 7i; ; V-."*- 16,500 45,900' 9,574 71, ' P5-"- 16,400 ' "- " 46,708" 8,430 71,' ,000" 925-6,800 74, ,800 70,400 72,600 74,500 1,023 1,162 1,024 1,200 7,300 6,900 6,900 6,777 " " 77,123 78,462 80,524 82,477 SOURCE : Pakistan Education Index. Statistical year book of Bangladesh, 1981, pp. 386 N.A. means not available.

36 30 Year Govt. Local bodies Private Total ,700 1,303 7,600 86, ,700 1,490 8,340 92, ,700 1,730 8,100 94, N.A. N.A. N.A. N.A. Year Govt. Non-Govt. Total ,922 35,353 1,17, ,00,042 39,466 1,36, ,18,162 37,580 1,55, ,42,824 7,443 1,50,267 X915 1,55,023 39,694 1,64, ,55,141 17,307 1,72, ,56,748 17,636 1,74, ,54,277 31,867 1,86, ,56,293 31,211 1,87, ,51,731 34,647 1,86, ,53,054 34,950 1,88, ,57,182 31,061 1,88, ,57,182 32,703 1,89, ,57,191 32,709 1,89, * 1,57,243 32,757 1,90,000 NOTE : Estimated. 1 Includes teachers of 3101 Non-Govt. (unregistered) Schools. SOURCE : i. Pakistan Education Index ii. Statistical Year book of Bangladesh, (Bangladesh Bureau of Statistics) pp. 386 iii. Annual Report of DPI , pp. 19 iv. Statistical Pccket Book cf Bacglf e'esh 1S78, <B<'rgIf«ih Eu«v cf Stctiftics) pp. 253

37 31 TABLE : 2.3 Primary Teacher-Student Ratio by District No. District Number of Number of Ratio Teacher. Student. 1 Dhaka 2 Gazipur 3 Manikgonj.. 4 Munshigonj Narayangonj Narsingdi 7 Mymensingh.. 8 Kishoregonj 9 Netrokona.. 10 Tangajl 11 Jamalpur 12 Sherpur 13 Farfdpur 14 Rajbari 15 Madaripur.. 16 Gopalgonj.. 17 Sariatpur 18 Chittagong.. 19 Cox's Bazar.. 20 Rangamati.. 21 Khagrachari 22 Bandarban.. 23 Noakhali., 24 L a kshmipur.. 25 Feni

38 32- No. District Number of Teacher. Number of" Student. Ratio 26 Comilla 27 Chandpur 28 Brahman 29 Sylhet. "" 30 Moulovi bazar 31 Hob'igonj ''.~.~'~ 32 Sunaingonj "7.."'"* 33 Rajstiabi "7.."~" 34 Nawabgonj",",r 35 Natbre *:.." C " 36 Noagaon V.."""' 37 Rangpur 38 Lalmbnirhat.". 39 Nilp'h'amarrL" v 40 Gaibandha I..* ' 41 Kurigram "...' 42 Dinajpur "T»~" 43 Panchagarh t" VV 44 Thalcurgaon 45 Patina "M*"" 46 Shirajgonj Bog>a ")!."~ 48 Jaipurhat v "S~ 49 Khulna \.." 50 Bagerhat 51 Satkhira.;,.:.: 52 Jessore i >.055' " 3125' ' 3534' 3027' 3932' ' " * " '" j ^ 1064i7 220i i9 *' " ' 58 ~ " 48 " " "