Primary Education In the Hill Tracts

Shahid Bin Fazal

Primary Education in the Chittagong Hill Area; is still a far cry, in theperspective of quality. So, it needs special attention to this area, forover all development and ensuring a standard level of education. Thegovernment, so far as we know have been thinking seriously andalready been taken a decision about it. A mega- project namedPrimary Education Development Program (PEDP-11); was started inthe year last /2003 and is targeted to be completed by June; 2011.Thegovernment has already taken a decision to continue the program,renaming it as PEDP-111. PEDP-11; had taken a number of steps tomake the primary education; some extend of expected level ofquality. They have achieved success in some programs; includingincensement of enrolment of children and infrastructuraldevelopment. Almost all the government primary school of thecountry, except Hill Area, have gotten much more teachers and classrooms during last few years. Now it is the turn of hill districts`schools. We will focus on present conditions, problems, requirementsand some realistic suggestions for the improvement Hill Area primaryeducation in this article..Present Conditions of Primary Education in the Hill Area:We all know that Chittagong Hill tracts area primary educationdepartment has been being run by Chittagong Hill District Council;namely; Rangamati, Khagrachari and Banderban. Most of the peopleof this region are indigenous or tribal. They are hard-core poorpeople, but prestigious. There are about 15 indigenous groups; likeChakma, Marma, Tonchoinga, Tripura, Khyang, Bome, Chak, Lusai,Mro etc. And about 50 groups in Bangladesh. Indigenous people,

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excluding Hill Area, have been living most of them in the plain land orlike; such as Sylhet, Barisal, Mymensingh, Dinajpur, Khulna,Cox`sbazar and other areas of the country. Plain land indigenousgroups can avail about same facilities as main stream people. Butthe conditions of primary education in the Hill Region are quitedifferent and problematic. Due to long unrest and internal lack ofnormalcy, it has fallen behind the scene .Each and every school ofthis area has been facing lots of problems and shortcomings .Forthis, targets and Millennium Goals have become a far cry. There arelack of buildings rooms, teachers, quality teachers, furniture,congenial and healthy environment, quality education and so.

Problems: We can identify the problems in Hill tracts primary education sectoras following;(1)Lack of enough buildings, rooms and furniture.(2)Lack of enough teachers and quality teachers.(3) Lack of supervising officers; like UEO, AUEO, and URC Instructorsand so on.(4) Teachers and qualified, quality, competent and ideal teachers.(5) Lack of own language teachers.(6)Lack of number of posts of teachers.(7)Local level and Hill perspective planning.(8) Lack of students security.(9) Lack of awareness of education.(10)Hard-core poverty.(11)Geographical obstacles.(12)Migration of parents.(13)Poor conditions of health and sanitation.(14)Occupations of non-educational qualifications.(15)Tendencies of remaining aloof from the standard livings.(16)Inadequate facilities of running trade, commerce, business, joboriented profession etc.

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(17)Keeping and remaining tendency of isolation.(18)Not to be ambitious of high thinking and high living; both inhome and abroad.(19)Lack of proper attentions of previous authority and government.(20)Internal conflicts and insurgent like situation.(21)Lack of land and homeland ownership.(22)Policy maker’s limitations.(23)Lack of own language text books and teachers.(24)Lack of means of communication, like; transport, boats etc. timelyand available.(25) And lots of other seen and unseen hindrances.

Requirements and Priorities:(1) Incensement of number of schools.(2) Posts and number of teachers should be created, approved

and appointment.(3) Number of school buildings and rooms as soon as possible, be

constructed, increased and repaired.(4) Posts and number officers are to be created, approved and

appointed.(5) Proper, inclusive and intensive attention of authority and

government for the spread and development of primaryeducation.

(6) Water, sanitation and health -care facilities must be madeavailable.

(7) Text books should be written and distributed according to theneeds of the indigenous children.

(8) Teachers of own language or mother-tongue should beappointed and posted.

(9) Learning centers and schools should be made available to eachand every tribal child.

(10)All tribal groups have to be made aware of and provideenough facilities for primary education and after.

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Suggestions:(1)Special programs and plans for the indigenous peoples` education,especially basic education should be taken.(2)CHTD (Chittagong Hill District Council) should be made more activeand serious about the sector.(3) Offices of CHTD at upazila and union level should be set up.(4)All the government and non-government organizations (NGO)should have a well managing and coordinating authority.(5)High level and policy level persons should give due priorities to theeducation of the children of the Hill Area.(6) Participation and representation of own-group people(indigenous) have to be increased and ensured.

Conclusion:In this topic, titled` Primary Education in Hill tracts; we have given abirds` eye view, on the present conditions, problems, requirementsand suggestions for the better primary education in the ChittagongHill tracts. We think, the related authorities, the government and thedonor agencies would give necessary and proper attention to thesector of this area and would continue the prevailing programs andattempts .Present, on going plans and programs are not enough andaccording to the indigenous children’s needs. So, more seriousnessand available fund-facilities are required to be allocate anddisbursed. Tonchoynga community

And EducationShahid Bin Fazal

Honchoing are the fifth larges tribal among the hill tracts`indigenous people. They live in Rangamati, Banderban andKhagrachari, but they don’t have permanent settlement inKhagrachari. Besides, they live at risibly of Sanguine papilla ofChittagong, Ukiah and Techno of Cox`sbazar. They are habitual mildand shy. They are engaged in agricultural occupations. They are

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becoming interested in education, but not expectedly. Many thinkthey like chakras. In fact, they are not so. They individual indigenouspeople. There many similarities between Chakma and them. Theirlanguage also different, not like Chime’s. Their language is originatedfrom Pali. Prakrita and Sangskrit etc; Ayerya language.Their number is noteworthy, but also have been coming forward tothe path of development and progress. They could not have madeprogress in the arena of education. They have been making their ownslowly. Chakma community has advanced much in the hill areas, butTonchoyngas have made progress than other communities like;Marma, Tripura, Khyang, Mro, Chak, Bome etc.Though the stand ofTonchoynga just behind Chakma, the whole community could notdevelop much. They can reach to the higher education level poorly innumber actually; they are self-seeking and localle-centred. There islittle dealt, of their aspirations and spreading outside Hills amongthem; both home and abroad. As a result, their children’sparticipation and access to primary as well as tertiary education arenotable, but they are not seen largely in the perspectives of politico-socio- economics. Enrolment of their children in the primaryeducation is enough. The completion of primary education circle isalso good. They are not much interested in continuing education tothe next stages. If they grow up they get involved with the familyoccupations or farming and give up education. In fact, they havebecome habituated in the hilly socio-economic perspectives. Theythink; what would happen achieving education? Cities-towns ofBangladesh or New York, Canada, London cannot suit them. Truly,they are not supposed or the authority is not encouraging them to doso. But the Tonchoyngas, who are enlightened, they are very muchtactful. Many teachers engaged at primary and secondary levels; arecreative enough.

Tonchoynga children and primary education:Enrolment of children at primary education sector of them is almost100%. Comparatively in hill areas who are lagged behind; like

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Marma, they are much aware of education. As they can speak andunderstand Bangla; especially Chittagonian local language, theirchildren can learn Bangla. They can learn English also. In theartistic point of view, their children` s handwritings and paintings arebeautiful. Their completion of primary education is pleasing. Now,they are being more interested in achieving secondary level ofeducation .But they can’t bring out themselves from the agro-basedlivings. So their children are not much eager to study at HigherSecondary level. Perhaps, they think what the use of much educationis!

Ways of Tonchyngas Advancement:The privileged people of Tonchoynga; who have already beenreached at high level, they have to think more about theircommunity. They have to persuade all strata of people of their owncommunity that harder days are coming; they couldn’t do muchbeing in the hills and hill-centered livings. They have engagedthemselves in the fields of industry, trade and commerce as well asdiversified occupations. There is no substitute of education, if theywant to have standard livings and bringing out themselves from thevicious circle of poverty. Hilly lands and properties have been beingshrinked. This time spread themselves towards both home andabroad. They have to acquire education to come forward, to leadupazila, district, regional and national level.

Hopes for the future:Tonchoyngas, would make much progress in the nest decade. Theyhave to receive the essence of education and have to be habituatedwith the outside of hills in the country. foreign customs and culture. Itis possible to go out to outer societies, keeping up their own interestor self- community religious belief and behavior and culture. Thiskind of spirit they have to discover to live well.

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In fine, we hope that Tonchoyngas would do better in the field ofeducation-culture. Their shyness and gentleness would be theirornament. They would go ahead than Chaks and Marmas, this isexpected.

Marma tribal:Backward in Education

Shahid Bin Fazal

Living in the hill tracts, Marmas are the second largest indigenousgroup., In the light of education. Chakma, Tanchangya, Tripura,groups are ahead than others. There are abutting 50 indigenousgroups in Bangladesh. About 13 of them are in the hill tracts. Amongthem , chakma is advanced. However, we would to focus on Marmaeducation status and awareness in this feature.

Present conditions:Marmas are Largely in Bandarban. They are comparatively smaller inRangamati and Khagrachari; particularly, they live at Rajasthali,Khowkhali and Kaptai upazila of Rangamati. In Khagrachari they areat two three upazila. Chakma and Tripura community aredominating. Educated persons in Marmas are not many. Those wholive in Banderban sadar, lama, and upazila sadar , they are large innumbers and they are ahead of than others, in the point of literaryview. But in the remote areas, they are less educated or illiterates.They are in fact, in the habit of their own professions of hill-topfarming and agriculture. Most of the Marmas are deprived of and

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unaware of education, science, technology and waves ofdevelopment. Main reason of this, they are isolated and poverty-pornlivings. Most of them are hard-core poor. They have only few acres oflands of their own. They live at Government khas land or forest lands.Again, they don’t have the history and tradition to be in the sameplace or para long. Particularly, they build up homes, beingseparated from their parents, after they get married. Mostly, they liketo migrate or to be shifted. They do that to seek new places for theirfinancial needs. However, the rate of receiving education at primary,secondary, higher secondary and higher education is not noteworthy.Presently ,their children’s enrollment, continuation and completion ofprimary, junior high, secondary schools and colleges education arerun by; both Garment and NGOs not good. At primary level, althoughalmost all children enroll into schools, a number of them cannotcontinue and complete their education of five years. Due to poverty,unawareness, not being eager to change their own occupations andorthodox cal attitude to live in the hill areas and remaining awayfrom the light of education, is the causes of their lagging behind.Their children get involved with family livings and becomedaylabourers after growing up a bit of. At primary level, each andevery para has schools; established by government and NGOs, andnew schools are being set up. At least, there is a para-center at everypara; conducted by Chittagong Hill tracts Development Board withassistances of UNICEF. There is para cater teacher, who is of theirown para or nearby. At the para center each child from 3 to 5 yearold are enrolled and go to school, regularly. Health-care and healthyliving education are thought. a number of NGOs like UNDP assistedSAS, KARITAS, including Ahsania Mission have been working ineducation sectors; establishing new schools. And the number ofgovernment conducted s, government primary schools, RegisteredNon-government primary schools and Community schools are notenough according to needed. According to present governmentcommitment; all children eligible to go to school have been enrolledin 2011. To make them attend and learn at school regularly,

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teachers-parents and the authorities have been trying their utmost.The number of Junior High Schools, High Schools and colleges arealso few in numbers as many as needed. There are no requirednumber of teachers at those schools and colleges. Again there arelacks of subject based competent and good teachers. The number ofteachers at govern high schools are very poor. Though there is atleast a college at every upazila, they have been facing manyproblems> Technical centers at hill tracts are also inadequate tillnow. There are 5/6 Technical Institutes in hill tracts and threegovernment degree colleges at three district headquarters. There isno university at hill tracts. There was a project of establishing inRangamati, during 1996-2001, Awami League Government. But later,it was shifted to Nowakhali. After assuming power, presentgovernment has again taken decision to set up a university, would besoon come into light. However, the indigenous children who arestudying at the educational institutions; Marma students are notcountable among them. But they are higher than before.

Steps required for them: (1) More schools at primary and secondary levels are to be set up.

The number of colleges also is to be risen.(2) Satellite schools or learning centers should be established at

every para.(3) Local and Mother language teachers are to be recruited.(4) Free access of education in mother language should be made

available.(5) Text books and Easy- understanding reading materials should

be made available for the Marma children, at least for pre-primary, class-1 and class-11.

(6) Residential schools at remote and distant paras; should beestablished, so that children from small paras can gather andlive as well as study there.

(7) There might be launching programs among Marmas abouteducation and made them more aware of it.

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(8) They are to be encouraged to spread out for standard livings,both home and abroad.

Other Indigenous Groups:People living at Chittagong Hill tracts; about 15 , among themChakmas and Tripura Community ties have been becomeadvanced enough than the others. They are advancing step bystep. Marma and others are back warded. Khyang, Mro, Bomeincluding Chaks are very much lagged behind. If they can’t goahead with education, they would remain deprived of, in othersectors from different privileges in future. There are special quotasfor indigenous people in home and abroad. These offers should beavailed by them. And there have top be established threeuniversities at three hill district headquarters. Side by side, thenumber of Technical Vocational Institutes should be set up in largenumbers. It is the demand of time being, to have enough access toeducation in hill tracts.In fine, this feature is written about Marma education and culture.In the above discussion, we have given a prevailing picture ofthem. Recommendation to Marma is that they have to spread outthroughout the country and foreign countries. Don’t confine you tothe homes and send your children to schools. Give them educationon technical and employment oriented skills. Drive them out ofhome, para etc. to acquire higher education. Build up yourchildren as doctor, engineer, high official, expert in InformationTechnology and Politician. Chances of your traditional Jhumcultivation and livings are shrinking and would be finished once.

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Primary School TeachersIn Bangladesh

Shahid Bin Fazal

Primary School Teachers in Bangladesh are the gentlemen of themark in Bangladesh .They are the nation-builders. They are honestand dedicated. They live simple, but think high. Their children aretheir testimonies. A large number of the serving at high positions andestablished persons in the country, are the teachers children. Theirsons and daughters are well-educated and established. At that pointof view, they are also gentle and disciplined persons. However, someteachers and their children are not up to the mark. Their numbersare low, but not poor. Here, in this article, we would discuss aboutthe primary school teachers; both in town and village. A teacher of aprimary school is much more smart and qualified in town than ateacher in the village. His outlook and quality of teaching and livingare also better than in village. A town serving teacher has the scopesof improving his quality. He can learn a lot, from the town or cityatmosphere. Students and their parents in town are much aware ofand ambitious. For this, a teacher has to face, all the townly situationand teaching challenges in town. But there are also poor andlaymen-parents` children in town. Particularly, children from slums,rickshaw pullers and day labourers; study in the government primaryschools. But the people, who are solvent and live standard lives, theydon’t send their children to the government run primary schools;instead they send them to the kindergartens and English Mediumschools. A number of teachers in town, both male and female’ noware more qualified. They have MA, MCOM., MSS, Msc and BA, Bsc.,COM., etc. Some other teachers have B-ed, M-ed and other highprofessional degrees. Most of the male teachers are graduates.Female teachers are, also highly qualified and educated; at least they

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are HSC passed. Very few are SSC passed. As a result, town children atprimary level are competent enough and achieving most of thetargeted 50 competencies, after passing out of their Primary SchoolCertificate Examination, that is Samapony Examination. In contrast,quality teachers in the villages are not noteworthy. Most of them arenot competent and qualified enough. A small number of them, areMA, MSS, Msc., MCOM, or BA, BSS, Bsc., Bcom. B-ed or M-ed degree-holders are also very few. During, since last 15 to 20 years; graduatemale teachers have been being recruited, but still there is a numberof primary school teachers, who are SSC and HSC, passed. On thecontrary, most of the female teachers are SSC passed; some of themare HSC passed. Graduate female teachers are small in number.However, a great change has been being happened for 5 to 10 years.But the standarity of education in primary school is not at expectedlevels, rather disappointing. All the previous and presentgovernments have given due emphasis on the quality and quantity ofeducation, since 1971, when we achieved independence.

Problems of teachers:Teachers in our country face some common problems. We haveprepared here, a list of them.

1. High living costs.2. Salaries and allowances are not sufficient.3. Competition for standard livings.4. Guardians of children are not aware enough.5. Poverty of guardians.6. Children lack stamina of healthy living and hard-working.7. Lack of congenial atmosphere, clean air and environment.8. Sanitation problems.9. Lack of teachers` competitiveness.10. De-motivation of teachers.11. Socio-economic conditions.12. Moral degradation of teachers.13. Political involvement.

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14. Village politics and over involvement of social activities.15. Village teachers; particularly remote area teachers;

neglect their duties abruptly.16. Village area teachers are not qualified and competent

enough for teaching.17. A large number of teachers don’t discharge their duties

properly.18. Lack of inclusive monitoring and inspections.19. Lack of academic-trend in monitoring.20. Corruptions and negligence’s of the authorities.21. Lack of knowledge and resourcefulness.22. Lack of professionalism, but taking teaching as a job.

Some more points, might be mentioned here, as problems ofteachers, but above are the maim;

.

Suggestions:1. The first and foremost important thing for a teacher is to be

positive and professional.2. Knowledge enrichment should be their motto.3. Subject Knowledge must be deep and activity- based.4. Lively teaching techniques are to be acquired.5. Training- based knowledge must be applied.6. They have to be highly motivated and target- oriented.7. Dutiful, punctual, sincere and responsible.8. No neglecting, but honest, dedicated and hard-working.9. Job satisfaction is a must.10. No frustration, but positivism, prevails in.11. Well-versed in service related rules and regulations.12. No middleman, but direct office dealings.13. Obedient and obliged to the authorities.

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14. Should be aware of salaries, benefits and allowances.15. Patriotism and nationalism feelings.16. Child-friendly.17. Everywhere and always teacherly as well as good-man

like attitude and behavior.18. Well-mannered and etiquette maintaining.19. Nation and future-building sacrificing - minded.

Like these, we can mention more points, but those are the main.

Conclusion:A good teacher is always and everywhere, whether in town andvillage; is a good teacher. We at present, find rarely this kind of goodteacher. Good teachers produce, good students and good nation.This type of teachers, we need in our country. Standard educationneeds standard teachers. Teachers must feel that they are thenation-builders. As a new nation, we expect a lot from them, to buildand develop a nation. If they can build up and educate generations,we would be a developed nation. So, much professionalism, sincerity,dedication and responsibility, along with honesty and dutifulness arethe demands of the day from a teacher.

An Ideal PrimarySchool Teacher

Shahid Bin Fazal

A teacher, who is professional, competent, knowledgeable, honest,dedicated, punctual, disciplined, dutiful, responsible, and child-

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friendly; he/she is an ideal teacher. In fact, they are thecharacteristics of a good man, in any profession. But a teacher issomeone, who is quite different than other profession. He or she isthe next to Allah and parents of a child or student. He is a nation-builder, leader also. So, a lot of responsibilities lie on him or her. Butdo we see any such teacher in the society? Yes, many teachers aregood, but some are just doing their duties to have an amount ofremuneration at the end of the month. We would examine here, sucha teacher, who would be a good teacher. What characteristics he/sheshould have; what he/she is doing now? What he could do?Furthermore, we also look upon his/her problems facing by him/her.What the nation expects from him/her. What the students hope to bea teacher?What does a teacher do?There are some differences for a teacher, who is in town, in village,remote area and male as well as female. But the activities, in schoolhe/she is performing.

(1) A teacher is; who teaches in the classes.(2) He/She teaches the students from classes 1-5.(3) He/She teaches Bengali, English, Math, Social studies, Science,

Religion, extra-curricular activities and Physical education.(4) Sometimes, he/she discharges national duties laid on him/her,

like vote enumeration, voting duty, census, etc.(5) He/She runs stipend programmes.(6) He/She does his/her household works.(7) He/She maintains his/her family.(8) He/She brings up and maintains his/her children’s needs as

well as looks after other family members.(9) He/She keeps relationship with the relatives and neighborhood.(10) All these, along with other duties he/she does.

Besides, all the duties a teacher discharges, we know teaching skill isa teacher’s identity. He/She is a teacher, nothing else. So, he/she isexpected to be a good teacher.; that is he/she can please the

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students, can make them understand Bengali, English, Math;whichever subject he/she teaches can maintain time and above allcan build up a competent student. Then we could call a teacher,he/she is a good teacher.Required Qualities for a good teach:

(1) A good teacher should be professional and positive.(2) He/She should be sincere and active.(3) He/She should be child-friendly.(4) He/She should be a punctual one.(5) He/She should be well-versed in the subject,(6) He/She should have the curiosity to know more and enrich

his/her area of learning.(7) He/She should be attentive and applicable-minded of his/ her

training learning skills.(8) A teacher might be aware of his/her salaries and allowance as

well as service rules and regulations.(9) He/She has to face his/her office-related activities and never

appointed any middleman.(10) He/She is to discharge the national duties and

responsibilities lied on him/her.(11) His/Her behaviors, manner and etiquette; always should

be teacherly.(12) A teacher is a model an ideal personality to all others in

the society, along with other qualities.(13) He/She himself/herself and his/herself and his/her family

member would never be involved in odd jobs and disputes, andso on.

Conclusion:The nation needs good teachers. Good teachers can make anation good, building up good generation or students. With theirutmost sincerity and honest efforts they have to perform theirduties. Teachers, who prove themselves not good, suffer

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throughout their lives. They are worthless personalities to thesociety and to the family; above all to themselves. Let us hope forthe good teachers and good nation.

School Sanitationin the Hill tracts

Shahid Bin Fazal

Sanitation problems in the hill tracts primary schools are acute. Itneeds to pay special attention. Almost in each and every schoolbuilding was included sanitation facilities while it was built. Butsoon after the building-construction has been completed,sanitation gone back to the old situation. The tube-well doesn’twork. The latrine soon becomes useless as well as there are noavailable water sources. Moreover, the tribal children are in thehabit of using sanitary latrine. They are not aware of sanitationalso. As a result, sanitation in the hill tracts area schools are worsethan any other place of Bangladesh. In fact, sanitation facilitiesare must for the children studying in the primary schools. As weknow that better education needs, better health.

Present situation:Prevailing Sanitation problems in the hill tracts primary schoolsare very acute. We can name the problems as following;(1) Lope holes in the sanitation construction works.(2) Budget allocations are not enough.(3) Supervising Authorities are not serious enough.

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(4) Hill Area-proof materials are not used.(5) Hard to carry the materials.(6) Seasonal problems.(7) Not aware of sanitation.(8) Public disturbances or rough use.(9) Not taking care of proper way.(10)Toiletries are not available.Some more points/problems are also seen, in dealing withsanitation in the hill tracts primary school sanitation.

Suggestions:We can follow the following suggestions to keep the sanitation ontrack, in the hill tracts primary school.(1) School Level planning should be prioritized.(2) Upazila level planning for primary education should be

emphasized.(3) School Sanitation should be given more importance.(4) Water resources should be made available keeping in mind of

seasonal varieties.(5) Tribal children and parents must be learnt how to and why use

sanitation.

(6) Teachers` awareness and taste as well as health-careknowledge are a must.

(7) Hill Area-proof sanitary materials should have to use inconstructions.

(8) Monitoring, supervision and regular repairmen are required.(9) People should be made aware of diseases caused by raw

sanitation.(10)Locality must feel that their children should be grown up inhealthy and clean environment.(11) Sufficient are to be allotted to take of sanitation and relatedconstructions.

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Conclusion:We have discussed here, about the sanitation situation of hill areaprimary schools. We think, if the situation is realized by the relatedauthorities and take proper steps, there might be improvement.

Students of GovernmentPrimary Schools

Shahid Bin Fazal

Primary School Students are the children of age group; 5 to 14 years old. They are in fact, in their infancy, playing, growing up and moulding time. Usually, t5hey use to play, talk and learn. According to our country education system a child starts to go to school at their 4 to 5 years of age. But sometimes they start a bit of earlier. Primary

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school takes into admission a child of 5 years old in the nursery or pre-primary class. A child of 6+ at class 1, a child of 7+ at class 2, a child of 8+ at class 3, a child of 9+ at class 4 and a child of 10+ at class 5. Sometimes, we see the age of the primary school going children cannot adjust to the above age-limit. They either remain younger or older in the classes. However, we would like to draw a picture of general primary school-going female and male child here in this feature. Parents dream of their babies a lot, but can all children fulfill their parents` dream? Most probably, not. There is no sin to see a bright future of the parents` child. In general our couple, in Bangladesh, hopes that their child would have a happy life in future. They dream of their male child would be a doctor, an engineer, a high official or at least a teacher. If their child is female they hope much from it. They think if it grown up or become adult, she would go other’s homeand get into herself in another family. So, they expect that a female baby would be good-looking, so that a good bride-groom could choose to marry her. People, who are conscious and educated, they try their best to make the female baby highly educated as well as self-help. But if the baby is a male one, a general couple in our society use to try their utmost to bring up the child to its expected position from the very first day of it’s school-going. Some, guardians don’t differ between male and female child; they hope and try their child a bright future. In fact, last group of guardians are the proper thinkers.Perhaps as most of ordinary guardians are poor, laymen, day-labourers, and poverty-driven, they can’t meet their both end meats, that is why they can’t hope much for their child. We would describe here the life of a general couple’s child. If they have a child, they sendit to school. They provide its food, clothes, dress and educational expenditure. They take care of its Medicare. In a word, they try their best to take care of it properly. On the contrary, a little school going baby, avails books, teachers, sanitation, class materials and other educational facilities without any cost. The child grown up and cross up to the next classes. If reaches to the class five. At the end of the

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year, it appears at the Primary Samapony Examination. If it passes out well, he/she is sent to high school. Then to college and university. If he/she can complete graduation or post-graduation, then he/she finds a job. Sometimes, he/she can have a job early or it may take a long time. By this time, his/her time of marriage comes .On and off, he/she gets married, before completing education and being set in a career. This is the common scene in our country. In this age heavy costly living age a guardian has to go through a lot of pains to build up a child. Meanwhile, a grown up buy or girl has to go through much pains. He/she cannot have enough money needed to maintain a simple student’s life. In the nutshell, can pass a happy life, but if it happens anything otherwise, he/she be comes burden to the family, society and to the country. Now we would return to the life of a primary school student. A general family child of primary school going, in our country, passes in the following way. In the early morning a baby gets up. He/she accomplishes his/her natural calls, takes breakfast, prepares class-tasks and starts for school after 9 am.He/she reaches at school. At 9.30 the class starts. From 1 to 11 students stay at school up to 11.30 and students of classes 11 to 5 stays up to 4.30. This is the fine year’s circle of primary education. A primary school student faces a lot of problems in our country. He/shecannot have proper food, clothes, reading materials, reading environment and teachers` assistances. Therefore, a student cannot achieve all the competencies he/she needed. The government and non-government organizations have been trying their best to rear up at least completion of primary education circle. A student of primary school has to achieve 50 expected competencies. But in fact, he/she can achieve only 20-30 of them. Most of them cannot cross 30, out of 50 competencies. As a result, they remain incompetent for class six and after. Gradually, he/she becomes frustrated and at a stage, givesup study or somehow crosses the stairs of classes and finally passes SSC, HSC etc. After passing out this type of stairs he/she cannot avail a job. A student like this, the nation doesn’t hope. Really, the4 nation hopes a competent, active, talent, well-studied and skilled primary

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school certificate, SSC, HSC, BA, MA, MBBS, Engineering passed good citize4n. For this we all have to give more attention to a primary school student.

A Fruitful English Classat Primary School

Mohammad Shahidullah

A teacher makes a class fruitful and interesting, by his method. If it is an English lesson at class three to class five, he can follow this process. He has to have some pre-requisite skills to do that.Pre-requisite skills :

(1) He must have a reading skill.(2) His voice should be pleasing, not noisy.(3) His pronunciation should be correct and eloquent.(4) He should have good spelling knowledge.(5) He should have a minimum knowledge of vocabulary.(6) He is an English teacher of his own interest, not is imposed to

teach the subject.(7) He is good at speaking English and can create an English

Environment, while teaching the subject.(8) Students feel free and don’t hesitate to ask questions and can

enjoy themselves in the class.(9) The teacher has the knowledge of simple grammar.(10) Above all, his English knowledge of reading, writing,

listening as well as speaking is in a standard level.

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(11) He must have the knowledge of teaching prose and poetry.

Requirements before the class(1) He must read the lesson carefully.(2) He must know all the words used in the lesson.(3) He should understand the word-meanings and the theme of

the lesson.(4) He must find out the learning-out come.(5) He, himself should define the learning-out come, not from any

other’s copy.(6) He must have a well-prepared lesson-plan designed of his own.(7) Lesson-related materials must be collected and preserved.(8) He should have a joyful mind and mind-set for joyful teaching-

learning.

The Teacher in the class:(1) He is to enter into the class in a hilarious-mood.(2) He must not be in temper.(3) He should exchange greetings softly, but smartly, while

entering into the class.(4) Then he would sing a song or recite a rhyme or poem.(5) He would start taking class creating an Attentive Environment

of the students.(6) He would present the lesson slowly, but lively.(7) From the starting to the end, he would never lose his temper.(8) He would ask the students and allow them to do so. If the

students cannot reply, he would assist them.(9) Evaluation process should be followed from the beginning to

the end, with care so that they don’t feel bore or difficult.(10) Just before a few minutes of his class-ending, he may take

a simple test of the learning-out come.(11) At the end, he would say Good-bye to the students and

start to leave the class smilingly.

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A Good English Teacher:(1) A good English teacher is he, who makes his students competent in the subject. They can read, write, listen and speak English well.(2)The students excel in English and they are not fearful and shy, but smart enough.(3)The students whom he taught usually score 80+ marks.(4) They can write English and answer the questions comfortably.(5) The students and the teachers are, both happy enough of their learning and teaching English.

Conclusion:We know that English is a Foreign Language as well as international one. So the teacher, who teaches English, he is an international in his mind-set. However, we need teachers in the Primary level, like those. We hope that teachers would make up their mind and would make them fit for being good English Teachers.

A Primary School is anInstitution of the Society

Mohammad Shahidullah

Who belongs to a Primary School? Of course, it belongs to a people, established and built by them. They felt to have a school in their locality for children’s study. So, they took initiative to set up a school by their own cost and labour. At that stage, they spent money, collected materials like wood, bamboo, straw and tins etc. Later, it took a shape of full-fledged schools. In course of time, the government started to take care of it and provided funds. At present,

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a primary school is a national as well as an institution of the society. Here we would try to draw a picture of a school.

What is a Primary School?A primary school is constituted with six main components. They are (1) wealth, (2) teacher, (3) students, (4) teaching-learning, (5) locality and experiment. It is an institution which provides children. Usually, six subjects are; (1) Bengli, (2) English, (3) Math’s, (4) Social Studies, (Science, and (6) Religion. Besides, more subjects like Arts and Songs, Physical Education and Extra-curricular Studies are taught at primaryschools .A primary School has six classes; they are (1) Class one, (2) Class two, (3) Class three, (40 Class four, and (5) Class five. These classes are formed into a primary school circle. We call a primary school good, when its students can accomplish the circle well, that is they can pass 100% in the Samapony Examination (PSC). Along with the students can have scholarships, first divisions large in number? A school may have four to above number of teachers, students are at least 50. The limit of students` heighst number is within 1000 t 2000 hundreds. A good primary school makes happy the locality, teacher, officers and the nation. We hope at least 50 such school throughout the country. The government has chosen one school; naming Model Primary School at each upazila or Thana. But the schools have been showing same performance. There are a number of causes for that. Due to selection criteria and head teachers many of the Model Schools are not countable They have been just carrying on the name and identity. The goal of the authority to make Model Schools of upazila or thana would follow the model schools should be competent, qualified, expert, good leader; in a word ideal one. The other head teachers must follow them. At some upazila or Thana model schools have not been playing the role of a model school. We must hope for the best that model schools truly would become so. The others would follow them and each and every school would an asset to the society and to the nation. Then the nation would have good and educated citizen. If every citizen would have education and

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good characteristics of a good citizen, the whole nation would be developed one in the world.a Primary School would be an expected institution, if the locality takes it into heart they love the society, they love the children, so is the primary school in their locality. Now, the government provides teachers, buildings, furniture, free-books, computers, learning materials, stipends, food (limited) and other facilities, but somehow there have been prevailing a gap between the primary school and thesociety. So, the maximum schools performances are not up to the mark. They (locality) must feel that a primary school is their own asset. It is an institution that makes their children educated and developed.In fact, after liberation of the country, the government of that period declared all the primary schools nationalized. From then the schools have be4en developed, both inwardly and outwardly. But we can’t claim that these schools could have fulfilled our hopes and expectations. In spite all the limitation, these schools have been providing proudly people of the country, in large number. These traditional institutions can play a great role, not the well furnished civic schools. So, every body should pay heed to them.

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An Ideal Upazila Education Officer (UEO)

Mohammad Shahidullah

The post a Upazila Education Officer(UEO) at upazila level is very important. He is the key person to discharge and disburse all the duties laid on him by the government. He is it inspect schools by himself. He has to evaluate the inspections and approve the performances of an Assistant Upazila Education Officer(AUEO). He signs al the financial beneficial files, bills and documents of AUEO, staffs as well as teachers. At upazila level he has to lead, supervise and monitor the activities of a jumbo-sized manpower. In spite of all bulks of works, he can be .

Problems of a UEO:A UEO has to discharge a large volume of works; both locally and centrally laid on him. He has to face a lot of problems while doing hisduties. The problems are as following;(1) He has to draw and disburse all the monetary activities. In case of lengthy and inaccuracy he is to be blamed for a tripling matter.(2) He has to manage or keep a good relationship with bosses; like DPEO, AD, DD, DG, Secretary and the Honorable Minister as well as UNO, Upazila Chairman, MP, Union Parishad Chairman etc. If he slips to follow any one of them, he becomes notorious.(3) He has to keep in good faith relationship with his colleges; like AUEO, UDA, LD as well as Teachers. If he fails to do so, he may fell in danger.

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(4) A UEO has to have good public relationship knowledge and activities. If he is non-cooperative he might not be succeeded.(5) He is to have a keen and deep idea about the working-station, schools, teachers, SMC and local people. If he ignores anyone of them, he has to leave early his station or face an embarrassing situation.(6) He has to have professional knowledge and Primary School subjects’ knowledge. If he is weak and does not have sufficient command over those, he must be in unrest.(7) He has to be free and fair from any kinds of mis-appropriations orcorruptions. If he is not a transparent and clean enough, he could never have a respect and hold from any corner, he works with.(8) He has to be active, sincere and smart one. If he is not so, he would remain lagged behind.(9) Hr has to have to be up-to-date of his office and school information. If he is not so he could manage nothing.(10) He has to be a good leader and manager. If he cannot prove himself such a personality, he couldn’t be succeeded.

Suggestions:We can follow the following recommendations to avoid the said problems.

(1) From the ver5y beginning of the day, he takes the charge of a Upazila Education Officer, he has to establish a good command over all his staffs and teachers.

(2) He has to be acquainted with all quarters of people.(3) He has to be well-known to all local and departmental bosses.(4) He has to be well-versed with his job-nature as well as charter

of duties.(5) He is to be up-to-date with statistics and information of

primary education.(6) He has to follow the local politics, culture and traditions.(7) He has to be free from corruptions.

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(8) He has to discharge his daily duties in time and responds instantly to the authorities. He is to be a good leader and manager.

(9) a UEO is to be well-versed on primary curriculums.(10) His attitude, approach, appearance and presentation

would be clear and concise.(11) He must be confident and should have a good relation

with the subordinates.(12) He would be hard-working and adjustable.

After all, he has to have positivist and professionalism.

Who is ?To be , he should follow the following suggestions and play roles suchway.

(1) He must be honest active and a good leader as well and a goodmanager.

(2) He should be competent enough.(3) He would be well-versed in professional knowledge.(4) He should have solid knowledge about primary level text-

books.(5) He has to maintain a good relationship with his bosses and

colleagues.(6) He should have respect to the teachers and teaching

profession.(7) He must have a good command over his subordinates.(8) He is to discharge his duties and responsibilities with speed

and accuracy.(9) He would be confident and always be positive to his work-loads

laid on him.(10) Teachers are not criminals, but commit mistakes, become

insincere and inactive, this kind of feelings; a UEO should have.(11) He would not be de-motivated and frustrated.

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(12) He should have the feelings that he is the boss or leader of a group of honest and good men.

(13) He should be well-versed and expert in ICT and should have good command over computer.

Above al, he should have his job-satisfaction.

Conclusion:In the eye of the society as well as teachers a UEO is to do irregular corrupt person. In fact, he is made corrupt and to do irregular tasks, by the some bad elements of office staffs and teachers. All UEO are not corrupts and bad men. In spite of all kinds of corruption-tempting elements around him, a UEO might be ideal one. He enjoys enough of his power, honor and benefits in his positions. If he tries, he can be so. And it is a must in our country. The nation needs such apersonality, as he is the leader of the nation-builders (i.e. teachers).

.

An Ideal Assistant Upazila

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Education Officer (AUEO)

Mohammad Shahidullah

An Assistant Upazila Education Officer (AUEO) is the veryimportant person in ensuring quality primary education aspreading education. He directly guides and supervises theteachers, both academically and administratively. He makesschools, head teachers and assistant teachers, good. He is theright person to change quantitatively as well as qualitatively, inthe primary education level. He plays a key role to fulfill thecommitment of the government and vision/2021 in the perspectiveof basic education and literary insurance. In fact, he is anInspection Officer of primary schools. Here, we would like todiscuss about; how an AUEO be an ideal one.

Problems daces by an AUEO:(1) An AUEO has visit schools widely, but his convenes are not

enough.(2) An AUEO usually, goes to schools with hi bike, but the cost

maintenance and fuel of his bike is very small.(3) He doesn’t have any financial authority in the office.(4) He cannot take any actions against any fault or irregularities

done by teachers, but he can recommend for so to the UEO.(5) An AUEO has the same qualification to a UEO and he is

appointed through same process. But he is a second classOfficer, while a UEO is a class-1 Officer.

(6) An AUEO can’t enjoy the official power5s, as much as heshould have.

(7) His chances and facilities are quite limited.(8) He doesn’t have a regular promotion.(9) He cannot have postings or transfer as usual and according to

rules and regulations.(10) All his credits usually goes to UEO.

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(11) An AUEO conducts all activities and training, processinformation and preserve them, recommends salaries andother benefits of teachers as well as he provides and helps UEOabout required all the data’s of his cluster.

(12) He is form SMC through the process, but sometimes someSMC members don’t want follow the rules and regulations, theyshow their local influences and An AUEO has to face themultifaceted problems.

(13) He has to conduct his Cluster-related stipendsprogrammers.

Suggestions:(1) An AUEO must be well-versed in academic supervision.(2) He has to be a good leader of the teachers.(3) Teachers are educated, so the dealings with them should be

well-mannered and behaved.(4) He is to be well-informed about his Cluster Schools and

teachers.(5) He must know the teachers by name, character and

characteristics.(6) He has to have the knowledge of ICT and computer as well as

departmental rules and regulations.(7) He should be a clear and concise speaker.(8) He must send the government messages and information to

the teachers.(9) An AUEO is to be a good trainer.(10) Sometimes, he is to take classes and assist the teachers to

be a good teacher.(11) He is to be free and fair from any kinds of corruptions.(12) He should avoid all sorts of negligence of his duties.(13) He must keep a good relationship with his UEO and Office

Staffs.

Who is an Ideal AUEO?

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(1)An Ideal AUEO is, who is dedicated, honest, sincere and active indischarging his duties.(2) He would be expert at public relation.(3) He should have good command over primary level text books.(4)He must be a good School Inspector.(5) He is to collect, process, preserve, analyses and providesinformation when needed.(6) He should be resourceful.(7) He is a master-trainer.(8)He is good at ICT and Computer-Literacy.(9) An AUEO has a good relation with his CMC, teachers and localelites.(10)He must be corruption free.(11) His departmental knowledge is deep and keen.(12)He is dutiful, punctual, sincere and smart enough.(13) He must be professional and positive.

Conclusion:The nation needs an Ideal AUEO. He is the leader of the primaryschool teachers and teachers are the architect of a nation. They arethe guides, friends and philosophers of the teachers. They must havea good control and strictly apply the chain of command.

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Primary Education Rajasthali: A storyof success in 100% admission/2011

Mohammad Shahidullah

All the children of primary school going age (5+-10+) have beenadmitted into school at Rajasthali Upazila of Rangamati. Wefound 6,068 children (4+-14+); of that age during Child Educationand literacy Survey/2010. Out of them 3,903 children are age

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group of 5+.....10+ and they have been brought to school this year.WE took a coordinated effort to do the work. Upazila NirbahiOfficer Mr. Mahmudur Rahman Habib was very active and seriousenough in this context. Besides, Upazila Chairman, two Vice3-Chairmen, Union Parishad Chairmen, Members and Local Elites ofthe Upazila had sincerely contributed to fulfill the target. UpazilaEducation Officer, SMC Chairmen with members and teachers, allhad tried hard here. At last we had been succeeded. We can seethe student’s statistics of admission from the following table;

Table-1Age Children found in

the Survey/2010AdmittedStudents/2011

AdmissionRate

Comments

5+ 599 472 79% Others areadmittedinto NGOcenters

6+ 680 697 100% ExternalChildren 17

7+ 717 771 100% 588+ 674 685 100% -9+ 680 680 100% -10+ 557 593 100% 36Total

3603 3878 100%

Table-2(Class wise Admitted Students)

Pre-Primary

Class-1

Class-11

Class-111

Class-1V

Class-V

Total Comments

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308 1095 722 704 701 606 4136

The next Challenge to make all the admitted students to go toschool is almost successful. Here, in this Upazila we have beenworking hard to achieve the goal of Quality Primary Education atthis Upazila. The Passing out rate of Primary School CertificateExamination of last 2009 and 2010 were also praiseworthy. It was89% in 2009 and 94% in 2010. We hope this year the resultwould be better.

Stipend Programmers: Like all over the country, Primary StipendProgrammers also have been going on at this Upazila. During last2009-2010; 911 poor students got stipends. In this year, followingnumber of students have been enlisted to allow stipends.Table

Number of Students Number of FamiliesMale Female Total Unitary Joint Total1,055 980 2035

Transparent Office:No scope of corruptions is there in the Upazil Education Office.All the facilities, salaries and allowances areduly given to the teachers. Teachers have beenworking sincerely and happily. Teachers workingat this upazila are hard-working. In this hillyremote upazila, teachers are very honest andobedient. As the some of the teachers have to goto distant hill area schools and they walk onfoot, they cannot maintain the school-timingwell. Moreover, there are problems to implementthe primary education programmers smoothly. Thereare about 30,000 people live at this littleupazila. Most of them are tribal, like Marma,

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Tonchoinga, Chakma, Tripura and Khyang. Theremaining are non-tribal. We face the followingproblems here, in improving primary education.(1) Language Barriers :Most of the students are tribal. Again they are mostlyMara. Marma children can’t speak and writeBengli. They can’t understand the Language also.So, the learning of the children IS not up to themark. There are also Chakma, Tonchoinga, Tripura,Khyang tribal. Chakma, Tonchoinga and Tripurachildren are a bit of ahead in learning as theycan’t understand Bengli well. But the poor KhyangChildren are very much slow in learning, becausethey can’t understand Bengli at all.

(2)Poverty: Most of the tribal and settler Muslimsare poverty-driven. Their children are also poor.almost all the people are marginal farmers,Jhoom-cultivators and day laborers. Very fewpeople are student and middle-class.(3)Unaware of Education: Inhabitants of this upazilaare locally centered. They are still intraditional society. They are not well-aware oftheir diversifications and education-basedprofessions. So, they are very much eager toacquire education and that is why they don’t hopemuch of their children.(4)Communication: Almost half of the 61 schools(Gov.-19+Rngps-12+Community-2+Non-Gov.-5+NGO-19+Karitas-4); are situated at remote hill areas.One cannot reach at their schools less than anhour and maximum 4 hours, walking. DistantSchools` Teachers stay at the school area.

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(5) Monitoring-Inspection: There are some visibleand invisible problems (hill politics in nature).A UEO/AUEO or an Officer cannot move or visitthese schools easily. He has to walk in veryrisky situation. Sometimes, he may fell in cross-fire. However, here a primary education officergoes through his duties with much risk of life.

ICT/Digital Programmers: All the office works havebeen being accomplished with Computer atRajasthali. We have Internet-Connection in ourOffice. We can exchange e-mail and informationthrough mails. The Model Primary School hasrecently received a Laptop and a Projector alongwith Screen. The headmaster of the school is anexperienced and expert Computer Operator. He hasbeen trying to cope with the digital works.

Post of Officers and Staffs the UEO Office:

Serial No

Posts ApprovedPosts

WorkingOfficerandStaffsMale

Female

Total

VacantPosts

Comments

1. UEO 01 - - - 012. AUEO 01 01 - 01 -3. UDA 01 - - - -4. LDA 01 01 - 01 015. Accou 01 01 - 01 -

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ntAssistant

6.MLSS

01 01 - 01 -

Total 06 04 - 04 02

Working Teachers:

Serial No

Name ofthe posts

Approvedposts

WorkingMale

postFemale

Total

Vacantposts

Comments

1. Headteachers

19 15 03 18 01

2. AssistantTeachers

53 27 25 52 01

3. AssistantTeachers(RNGPS)

52 26 25 51 01

4. AssistantTeachers(Community)

08 03 03 06 02

Total 132 71 56 127 05

Training Programmers: All the working teachers of this Upazilahave been trained C-in-ed course. They have also received Subject-base4d training. Some teachers have got Pre-primary Classtraining and Better Health, better Education training. They havealso been receiving Sub-Cluster Training in each two months.Academic trends have prevailing throughout all the activities and

39

class works. There is a smooth and nice team spirit among theOfficer and Teachers.

Development Activities: In this Financial Year of 2010-2011, 3schools have got funds for Need-Based Repair Works and 15schools have got small Repairmen’s funds. The works have beencompleted by 30/June, 2011; upholding quality and transparency.There are no flaws in these works. About 20 lakhs of taka havebeen spent for repairing schools in this fiscal year.

School Level Development Planning (SLIP): In thisupazila 33 schools have received SLIP funds of20,000/- each. This money also been spentaccording to plan and programmers without anykinds of flaws and fraudulent. No misuse andmisappropriation have been done at any stage.

Conclusion: Rajasthali Upazila Primary EducationProgrammers have been being implemented and goingon in full swing rightly. Simultaneously, qualityprimary education has been being ensured andilliteracy being removed as well as spread ofeducation have been being happened. It is hopethat these would be an expected achievement inthe primary education sector in near future, atRajasthali Upazila.

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Stipends Programmers atPrimary Education

Mohammad Shahidullah

A poor country like ours, a child from hisboyhood faces a number of problems. If he growsup to 5 to 6, his liability to family grows. Thisis the age of absolutely going for school. Buthis parents can’t be able to send him to school.They are quite ambitious for their sons ordaughters. The realities of country prevent them

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to go to schools. Parents feel that theirchildren can help them if they don’t go toschool, that is better, because after receivingeducation their children don’t have any certaintyfor job opportunity. Like this many otherproblems are there in the society a child ofcountry has to face, if the child is female one,she is to undergo through much sufferings. Forthis, the government of Bangladesh introduced thestipend programme in the Primary Education Sectorto help the poor parents.

Schools Eligible for Stipends:(1) Government Primary Schools,(2) Registered Non-government primary schools,(3) Community primary schools,(4) Non-permanent registered primary school, (5) Government aided primary school,(6) Ibtiadee Madrasha (gov. approved),(7) High School attached primary school.

Poor Families: (1) Family of Vern able women,(2) Day laborite,(3) In-solvent service-holders, professionals,

(like; Fishermen, Potter, Blacksmiths,Hndloomers Cobblers) etc.

(4) Landless people(5) Insolvent Handicapped students` family,(6) In-solvent tribal student’s family.

Background of the programme: The government during 1991-1996, first introducedfood for education programme. Then the government,

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during 1996-2001 gave money instead of food, 25taka each, monthly. After that the government of2001-2008 started to give 100/- each student’sfamily monthly. Total 300/- in a quarter of threemonths. However, the present government has beencontinuing the programme. But it has increased thepercentage from n40% to100%. Some upazilas get 50%and some are between 50% to 100%. They have alsoreduced the pass marks condition in the annualexamination, particularly 45% to 33% in the HillTracts. Some more relaxation of conditions also hasbeen done.

Benefits of Stipend programmed:Stipends for the Primary Education Programmed havebrought a lot of the changes in the scenario. Ithas helped the following success.

(1) Students` enrolment increased,(2) Drop out rate reduced,(3) Quality of education improved,(4) stude4nts are attracted by schools,(5) Learning culture at home changed,(6) Parents are made aware of education,(7) Mothers are encouraged,(8) Parents-Teachers and students inter-

actions are intensified,

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