Assessment of the MDGs Interventions in Bangladesh

Bangladesh is generally on track to reach its MDGs targets, though in a somewhat scattered manner. “In relation to the MDGs targets such as reduction of infant mortality and child mortality, expansion of primary and secondary education, reduction in many aspects of gender disparity, eradication of hunger and environmental sustainability, Bangladesh has done well comparing the situation in the year 1990 with the year 2000”

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(Alam, 2006, p. 3). Several of the MDGs are likely to be met, although “some may not be attained so this is a serious shortcoming” (ODI, 2010, p. 5). The targets like halving poverty and improving access to safe water and education are less likely to be met.

Health-related targets are unlikely to be met.

The 8 goals and 21 targets have been yet to be in active operation in the country. They have also yet to be measured against progress indicators. Measures combating extreme poverty (MDG-1), improving net primary enrolment rates (MDG 2), increasing gender parity in primary and secondary education (MDG-3), decreasing child mortality rates and improving immunization coverage of (MDG-4), rolling back malaria and controlling tuberculosis (MDG-6), and improving the supply of drinking water supply (MDG-7) are in operation throughout the country. However, the country has been unable to reach the optimum level of progression. Measures to reduce poverty, improve primary-school completion rates and mental health have fallen below the mark. Table 11 presents the current status of the Bangladeshi MDGs programme.

109 Table 11: MDGs Status in Bangladesh

Millennium Development Goals Current Status 1

Eradicate Extreme Poverty and Hunger

Source: GPRB, 2011, UN – GPRB, 2012.

Generally speaking, Bangladesh lags behind in achieving the MDGs. Major challenges remain. Much more needs to be done if all the goals are to be achieved. The following areas require further attention: poverty reduction and employment generation (Goal 1), primary-school completion and adult literacy rates (Goal 2), wage employment for women (Goal 3), the maternal mortality ratio and number of skilled health professionals at delivery (Goal 5), knowledge of HIV/AIDS (Goal 6), forest coverage (Goal 7) and coverage of ICT (Goal 8) (ODI, 2010, p. 2). There has been some progress in ICT coverage, however. New technology such as mobile phones are becoming increasingly

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prevalent (GPRB, 2012, p. 4). The national poverty target might just be met (taking into account the effects of the 2008 financial crisis). The rural poverty target is off track (ODI, 2010, p. 1). Table 12 represents a general status of the MDGs in Bangladesh as of 2013.

Table 12: The Status of MDGs in Bangladesh Generally Successful Moderately target. Bangladesh has tried to achieve the goal nationally. While considerable progress has been made overall it is nevertheless unlikely that the 2015 deadline will be met wholesale.

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4.6 Chapter Summary

The MDGs are the outcome of a much longer and complex process of multilateral efforts to reduce global poverty and ensure sustainable human development in the 21^st century. The evolution of the MDGs is presented in figure 8.

Figure 7: Evolution of MDGs

The MDGs constitute an assemblage of narrowly focused sector-specific development ideas and campaigns. The goals are broad, providing targets related to most aspects of development: poverty, education, health, gender, environment, and international partnership. Given the processes and influences out of which they originated and developed, the goals are coherent. They “could stimulate a change in national priorities if donor funding for MDGs causes governments to change their strategies to take advantage of opportunities for external investment” (LIDC, 2010, p. 24). They recognize the need for solidarity with the poor and the need to address issues of extreme poverty.

Having discussed the MDGs and their status in Bangladesh we move on to a discussion of the main focus of this research: Primary Education in Bangladesh.

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Chapter 5: Primary Education in Bangladesh

5.1 Introduction

Primary education in Bangladesh is the foundation learning and entry point for young children to experience further levels of education. It is a primary concern for all governments. This chapter examines primary education in Bangladesh. It discusses the education system, its historical development, governance and critically examines national and international initiatives to improve primary education. The chapter ends with a brief summary of the issues raised.

5.2 Education System in Bangladesh

Education is the cornerstone of development process in any society. It is “the key indicator of the people’s progress and prosperity” (Haq, 2004, p. 12). It is considered a vital means to combat poverty. It has long been a focal point of developmental policy at the multilateral level. A significant proportion of the Millennium Development Goals (MDGs) relate to education. Citizens of Bangladesh are constitutionally entitled to basic education.

Quality education, skills, specialization, and professionalism can only be developed if there is a solid foundation for learning. Primary education paves the way for further levels study at junior, secondary, vocational and professional schools as well as tertiary, research, and development institutions. Both international development institutions and national governments have emphasized education as one of the most important tools in the fight against poverty (UN, 2000, p. 1). Indeed, making primary education universally available by 2015 remains a key goal for the UN’s MDGs. Bangladeshi citizens are currently entitled to five years of free primary education. Policy-makers

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have also sought to improve access to - and the quality and efficiency of - the education sector. This is a national endeavour to improve the quality of human resources and encourage nation-building and economic development.

Education can be formal and informal in nature. They are complementary to each other.

Informal education can be loosely defined as ‘lifelong education’. This begins in childhood and ends with ‘learning by doing’ throughout working life. Formal education takes place at institutions of learning, and is overseen by the community, government and administration.

The formal education system is a space for systematic learning. It is comprised of different stages, from primary to secondary school, followed by higher/ tertiary education. Primary education is the entry-point to learning and begins during childhood.

It constitutes the beginning of the formal education process.