EDUCATION is the cornerstone upon which a nation鈥檚 prosperity and progress are built. While efforts in health, infrastructure, and finance are important, without enhancing human capital through education, these efforts will not be fruitful. In the 2024 Secondary School Certificate and equivalent examinations, 51 schools had a zero per cent pass rate, with the majority located in rural areas. This includes zilla schools, which are historically renowned for their quality of education and are losing their glory day by day. Rural or non-urban students are no less talented, so what prevents them from excelling?
According to the Bangladesh Education Fact Sheets 2020, a significant portion of children lacking essential skills are from rural regions, with 81 per cent failing to acquire numeracy skills and 82 per cent unable to develop reading skills. The report also indicates that rural children account for 80 per cent of school dropouts and 74 per cent of those who repeat grades. Additionally, 80 per cent of children who do not finish primary or secondary education are from rural areas, a figure that surpasses the national average for the rural population.
The outlook for higher education is similarly concerning. Tracer studies on graduates from universities, colleges, and polytechnics show that 66 per cent of students come from metropolitan, urban, and semi-urban areas, while only 34 per cent are from rural regions. This data clearly shows that most of the rural-origin students are not reaching university. The road to job-relevant technical and higher education remains mostly unreached for rural students. In a nutshell, the precious lives of rural students are fading in a barren desert of disparity.
The educational disparity between rural and urban areas can deepen inequality and impede a country鈥檚 or region鈥檚 development. While economic disparities might be expected in the initial stages of development, the educational divide is harmful. According to the Bangladesh Education Statistics 2022, over 76 per cent of educational institutions are located in rural areas. Therefore, without improving the quality of education for rural students and their institutions, the aspiration for comprehensive educational quality and inclusive development will not be realised.
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Digging into the gap
TO COMPREHEND the factors contributing to educational disparities, the issue of teacher competence must be addressed initially. Effective teachers play a crucial role in delivering quality education to students, as evidenced by research. However, the scarcity of qualified and trained educators is a nationwide challenge. While countries like Bhutan, the Philippines, and Thailand boast 100 per cent trained teachers, and Nepal follows closely at 97 per cent and Myanmar at 95 per cent, in Bangladesh, this figure stands at only 74 per cent, with doubts about the quality. This challenge is further compounded in rural areas, where attracting and retaining skilled teachers is arduous, ultimately impacting the standard of education.
Additionally, many rural schools face challenges such as teacher absenteeism and shortage. The politicisation of school committees and the lack of local ownership exacerbate these issues. Consequently, village factionalism has emerged, leading to a decline in school management and compromising the quality of the academic environment.
Similar to numerous other sectors, our approach to development in the education sector has heavily emphasised infrastructure. We have been fixated on counting the number of primary schools. However, it鈥檚 crucial to recognise that the mere presence of infrastructure, teachers, or students isn鈥檛 the key issue. What truly matters is the quality of education provided. In various locations, there are schools with zero enrollment, rendering their existence pointless. Relying on school counts as a measure of development serves little purpose. It is imperative that we redirect our attention towards guaranteeing top-notch education quality.
The unregulated utilisation of digital media and technology is significantly harming rural students. While urban students are also affected, the supervision and awareness of urban parents often mitigate the negative impacts of technology misuse, unlike the situation for rural students. This alarming trend has led to many students becoming distracted from their studies.
Although girls are performing satisfactorily academically, early marriage is a significant factor contributing to a high dropout rate. In Bangladesh, 59 percent of girls are married before reaching the age of 18, with rural regions experiencing a particularly high prevalence of child marriage. This practice is associated with adverse outcomes, such as maternal and child mortality. Early marriage often results in early childbearing, which disrupts girls鈥� education as they are more likely to leave school prematurely. These girls possess significant potential and could greatly contribute to the workforce, but unfortunately, they are being deprived of educational opportunities and are drifting away from the path of enlightenment.
The swift alterations and trials in school curricula present a fresh array of challenges. Numerous dedicated teachers have crafted teaching materials over time through their expertise and hard work, which are now outdated. Considering the variance in foundational quality, rural teachers encounter greater difficulties. They require comprehensive assistance and ongoing training to adapt to the updated curriculum effectively.
The socioeconomic disparities prevalent in rural regions exacerbate this educational gap. It becomes challenging to concentrate on studies when basic necessities like food for the next meal are uncertain at home. Poverty also hampers cognitive abilities. The pervasive sense of uncertainty and anxiety stemming from poverty inhibits children from impoverished families from striving for betterment. Consequently, many rural students drop out of school, while those who remain are also adversely affected. Child labour rates, as highlighted in the Bangladesh Education Fact Sheets 2020, are notably higher in rural areas compared to urban areas, although they still fall below the national average. Even for students not involved in child labour, the lack of access to educational resources further impedes their learning.
Despite optimism regarding the potential benefits of the new curriculum in fostering creativity and practical learning, there is still a concern that it may worsen the existing educational disparity. In this context, it is crucial to develop effective solutions to mitigate the rural-urban education gap. Policymakers, educators, community leaders, and stakeholders must work together diligently to implement strategies that narrow this divide and create a more inclusive future for future generations.
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Md Habibul Haque is a lecturer in English, ZH Sikder University of Science and Technology.
