June 18, 2021

Norobotsverification

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Context: Quality education, sustainable development and budget thinking

Education is considered as a tool for the development of universal human qualities and human resource development. The developed countries of the world are rapidly achieving success in all fields including literature, arts, agriculture, industry and trade along with the advancement of science and technology by building quality and balanced education system. Bangladesh has also continued its multi-dimensional efforts to improve the quality of education for this purpose. In fact ‘education’ is a changing phenomenon. No concept of ‘education’ can be universal and permanent. The definition or concept of education is constantly gaining multidimensionality. Education means life and life is education. Education, on the other hand, is a lifelong process, the reconstruction and re-creation of experience, and human endeavor.

Quality education or quality education is an important topic in the current context. It continues to attract the attention of educators both in the developed world and the developing world. The United Nations Educational, Scientific and Cultural Organization (UNESCO) has highlighted the concept and importance of quality education in the context of sustainable development. UNESCO has set the goals, objectives, components and action plan for quality education as the ‘United Nations Education Decade’ for a period of 10 years from 2005 to 2014. This organization has considered quality education as a prerequisite for sustainable development. Many believe that quality education can be achieved through ‘Education for All’ and ‘Millennium Development Goals’ and international development goals. In this case, UNESCO disagreed, saying that the quantitative and qualitative development of education can happen at the same time.

It is well known that shortly after independence, Father of the Nation Bangabandhu Sheikh Mujibur Rahman took steps to make primary education official. This has paved the way for the spread of quality education in primary schools. This rule has been maintained during the tenure of all the governments. The quality of education at the secondary level is not promising as compared to the primary level. During the tenure of the present government, the participation rate of both boys and girls in primary education in Bangladesh has increased unprecedentedly in the last decade and at the same time, the number of schools has also increased. Along with formal education, non-formal education has also come a long way in advancing primary education. In light of all this, There has been a lot of quantitative development of primary education in Bangladesh. However, there has not been much qualitative development. In fact, the theoretical trend is predominant in all levels of education. There are some universal indicators of quality education evaluation. On the basis of these, some general prerequisites need to be fulfilled in acquiring and sustaining Guganat education. These are integrated education without discrimination, modern and international standard curriculum, quality and professionally committed teacher society, retaining talented people in teaching with necessary opportunities, terror free campus, eradication of corruption and waste of investment and more investment in education. However, it is essential to consider some special prerequisites for improving the quality of education. The conditions are teachers, training, management, supervision, leadership, curriculum, teaching materials, evaluation, education policy and planning, external administration, financing, etc. The level of quality education depends on fulfilling these prerequisites. Financing etc. The level of quality education depends on fulfilling these prerequisites. Financing etc. The level of quality education depends on fulfilling these prerequisites. Terrorism-free academies, eradication of corruption and waste prevention and greater investment in education. However, it is essential to consider some special prerequisites for improving the quality of education. The conditions are teachers, training, management, supervision, leadership, curriculum, teaching materials, evaluation, education policy and planning, external administration, financing, etc. The level of quality education depends on fulfilling these prerequisites. Terrorism-free academies, eradication of corruption and waste prevention and greater investment in education. However, it is essential to consider some special prerequisites for improving the quality of education. The conditions are teachers, training, management, supervision, leadership, curriculum, teaching materials, evaluation, education policy and planning, external administration, financing, etc. The level of quality education depends on fulfilling these prerequisites.

One of the many essential prerequisites for quality education is over-investment. Despite Bangladesh being a developing country, funding for education is inadequate. It is undeniable that the money allocated for the development of various sectors is in many cases not spent properly and efficiently – which is undesirable and undesirable. In the realm of education in Bangladesh

Investment is insufficient compared to demand. Compared to the SAARC countries, the allocation in the overall education sector in the national budget of Bangladesh is only 0.92% and the allocation in the higher education sub-sector is only 0.12% which is much less than the SAARC countries. Note that in Sri Lanka, Pakistan, India and Nepal, the allocation to the education sector is 4.5% and 3.5% of the total GDP, respectively. The current national allocation for higher education must be increased from 0.92% to 2% by 2022 and 6% by 2030. In addition, to achieve the Sustainable Development Goals (SDGs) by 2030, it is necessary to take necessary steps to increase the current allocation of the national budget in the education sector from 8% to 15%. It may be mentioned here that in the fiscal year 2020-21, Tk 8,391 crore was allocated to the education sector in the main budget. Of this, 24,940 crore is in the Ministry of Primary and Mass Education, 33,117 crore was allocated for secondary and higher education and Tk. 6,324 crore for technical and madrasa education. The allocation for education was 11.79 percent of the total expenditure. It is to be noted that in the last few budgets, the allocation for education has increased but it has not changed much compared to the GDP. It is undeniable that the allocation of education is an investment in building a developed nation. However, no matter how little is allocated here, it is far from possible to raise the standard of education globally or internationally, It also becomes difficult to maintain the native value. According to UNESCO’s recommendation, in a developing country like Bangladesh, it is necessary to allocate 6% of the GDP to education. Although education is the main means of human resource development, funding for education in Bangladesh is still disappointing. The report of the International Commission for Education for the 21st Century, or Delores Commission, formed by UNESCO, recommended that 25 per cent of the foreign aid received from developing countries be invested in the education sector. In order to achieve national development, it is necessary to increase the productive forces. That is why education and health are the main components. The amount currently spent on education is insufficient. The per capita annual investment in education and health is ৫ 5 in Bangladesh, ১০ 10 in Sri Lanka, ১৪ 14 in India, ১৫ 150 in Malaysia and ৬ 180 in South Korea.