The Problem In Bangladesh for underprivileged children Education
Around 4.6 million children of primary school age are not pursuing their education is a major Problem In Bangladesh for underprivileged children Education
The problem of underprivileged children’s education In Bangladesh is the lesser quality of pre-school education. This leads to low learning outcomes and dropouts.
Underqualified teachers, inadequate infrastructure, poor nutrition, and food security all affect learning. Many schools are overcrowded, and over 80 percent run double shifts. Teacher supervision, monitoring, and accountability lack strength.
Only 1 in 4 children in fifth grade have required skills in mathematics and Bangla, according to the 2013 National Student Assessment.
In 2011, fewer than 1 in 2 boys and barely 1 in 3 girls who completed primary education were functionally literate.
But even though primary enrolment is at 98 percent, only 67 percent qualify for secondary education. Alarmingly, even less, 22 percent, reach higher secondary level.
The majority of dropouts tend to take place at fourth grade. The preparation stage for the examination to pass primary education at fifth grade, as per UNICEF findings.
Children who suffer in the case of learning may not receive necessary prioritization. The support in classrooms as the education system in Bangladesh continues to be heavily reliant on tests and rote learning.
Some 6.2 million children, that is more than 1 in 4 school-age children, are currently out of school. Particularly in urban slums and hard-to-reach areas. Of them, some 4.6 million children are of primary-school age.
Major barriers to accessing education continue to exist for marginalized and excluded children. They are the most vulnerable to low learning and dropout rates at both primary and secondary levels. Bangladesh must also eliminate the hidden cost for primary education, which is free.
In the worst-performing Upazilas or sub-districts, as many as 45 percents of children are out of school. Working children, children with disabilities, and children in remote areas affected by the disaster are also often denied their right to education.
Natural disasters as well as harmful social norms contribute to children dropping out of school. The number of children between 6 and 10 years of age is high in showing the prevalence of child labor in the Bangladeshi capital within Dhaka City Corporation. Despite of urban children are more likely to attend school.
There are even more barriers to this list. These include family poverty, hidden costs, disability, the rigidity of formal systems, and lack of alternative options.
Lack of safety and high prevalence of sexual harassment and abuse in public places contribute to girls’ dropout from schools.
Schools do not have functional water, sanitation facilities responsive to gender or disability, as well as menstrual hygiene. This significantly contributes to the performance and attendance of girls.
Other barriers include family poverty, hidden costs, disability, the rigidity of formal systems, and lack of alternative options.
In enhancing access and equity in primary education, Bangladesh has made remarkable progress. The areas of success are universal access, gender parity in classrooms, and reasonably high levels of completion. Arcadia Education Project is also participating for the betterment of underprivileged children education.