Philosophical basis of Education Policy of Bangladesh
Sarwar Kamal
Abstract:
The National Education Policy formulated by the Committee led by Professor Kabir Chowdhury, is an elaborated action plan that was stemmed from guiding values or philosophical basis. To understand the pattern of education policy, it’s feasibility and implications, it is necessary to know philosophical basis and guiding values of the policy. This paper is a humble attempt to explore Philosophical basis of the National Education Policy of Bangladesh-2010. Different philosophical theories, in a single policy, have created Khichuri (Biriani) phenomena. It’s very unlikely in other parts of the world. Some contradictory philosophy might produce adverse result other than achieving policy goals.
Key Words: Education Policy, Philosophy of Education, Public Policy, Bangladesh Perspective.
Preliminaries
It’s now forty years that Bangladesh has become an independent nation state, fighting a bloody battle against Pakistani occupation force. A system of governance has evolved from post-colonial military-theocratic state to democratic state, but possibility of framing of foundational public policy loom large, in infertile interactions of governance tools. As it’s said, education is the backbone of the nation ; such is the importance of education policy, repeatedly felt by the policy analysts and governance experts for many days. In this backdrop, Bangladesh Education Policy-2010, is formulated by the team with able stewardship of the national Professor Kabir Chowdhury. Every policy has it’s own philosophical basis, outlook or ideological foundation, so it begs hardly a query that different guiding values and philosophical doctrines, remained overtly or covertly, in Bangladesh Education Policy-2010.Constitutional bindings, socio-economic condition, globalization of knowledge , and necessity of a competitive human resource development, made the exigency of formulating an education policy for rejuvenating the society. Notwithstanding some guiding values implied in the respective article of the Constitution of Bangladesh, still an unresolved debate is pending whether this policy embody national motto or have a clear philosophical stand. So, my aim, here is, to explore philosophical basis of the Education policy of Bangladesh. Philosophical basis or background is the very determinant of pattern and nature of education system in Bangladesh. In understanding pattern and of education policy and it’s feasibility, it is necessary to know philosophical doctrines and guiding principles employed in the policy. In this paper, I will try to clarify concepts and put the policy in a context of socio-political perspective to justify the philosophical basis, which can enable us to forecast future implication of the policy in Bangladesh society.
Conceptual framework
As philosopher D J Connor contends that philosophy refers to a set of techniques for imparting knowledge, skills and attitudes; a set of theories which purports to explain or justify the use of these techniques, education, no doubt, clearly relevant to philosophy. Moreover, it is possible to discuss education at three different levels- the level of practice, the level of policy, and the level of philosophy. The basic reasons for a policy should found at a deeper level than the one penetrated. So, the conceptual framework of education policy analysis may cover philosophical concepts and other terms related to education.
From the spirit of liberation, we find socialism, democracy, secularism, Bengali Nationalism were the philosophical doctrine of Bengali nationhood. Add to this, neo-liberalism, pragmatism, utilitarianism is the core of philosophical basis of the Education policy of Bangladesh. Socialism is a political and economic theory that advocates collective or government ownership and control of the means of production and distribution, of capital, land etc., in the community as a whole. Socialism is an economic system as well as a political movement based on materialist and scientific outlook, mainstream of positivist paradigm. Democracy refers to some political arrangement and social system, concerns collective decision making through representatives, where policies are subject to public justification and get political legitimacy. With a legacy of colonialism, Bangladesh inherited few renaissance values, of which, secularism is aspired one from the inception of nationhood. The leaders who led the nation to an independence and separate state, deemed secularism a hallmark of being a modern country, possibly a best place for multicultural society with ethnic diversity. Secularism in political realm, is a philosophy which advocates non-interference of religion in statecraft and to say more specifically in a secular country, no political or social decision would have taken place on the basis of religious creed or dogma. Bengali nationalism is a collective consciousness or feeling of Bengali nation that stemmed from Bangla language, cultural heritage, tradition and historical bond of peoples of this region. The two strong proponents of Bengali nationalism, were the great poet Rabindranath Thakur and scholar Dr Mohammad Shahidullah, Rabindranath is of the view that Bengali is defined as Bengali on the basis of language, while Shahidullah contends that Bengali bear an indispensable feature and trait, that cannot be covered up by beads-head marks-hair knots. Neo-liberalism is a market driven approach to economic and social policy based on neo-classical theories of economics that stress the efficiency of private enterprise, liberalization of trade and relatively open market, and therefore seeks to maximize the role of the corporate sector in determining political and economic priorities of the state. Pragmatism can be interpreted in two different ways; one is conceived as a way of thinking like a straightforward practical way of thinking about things or dealing with problems, concerned with results rather than with theories and principles. Another view is of philosophical theory that contends evaluation of concepts in terms of how it works and consequence it produces.
Literature review
The German philosopher Fichte said, the art of education will never attain complete clearness without philosophy”. Education seriously needs leaders- leaders who hold a sound comprehensive philosophy of which they can convince others and who can direct its consistent application to the formulation of appropriate curricula. In the line pragmatic thought, philosophy, in order to be philosophy, should have meaning and utility in solving human problems. Education should be practical and useful in influencing the conduct of life, not a passive inquiry or contemplation. Pragmatic philosophy emphasize upon democratic way of life.
An educationist Prof, Ajoy Roy considered philosophical outlook seminal to the education system in Bangladesh Shiksha Bebostha( Education system in Bangladesh-Dhaka:2002).So philosophy of education should involve at least some general or overall consideration of education. Philosophical doctrines and theories are employed in every public policy formulation to make the policy viable and justified by theoretical and epistemological scrutiny.
A study on education policy of Bangladesh-2010, necessarily an analytic one, but to find out philosophical basis, critical and philosophical analysis of the policy and the constitution of the People’s Republic of Bangladesh, was the method employed in this paper. A philosophical approach, I think, can be a proper way to proceed in dealing with analysis of philosophical background of education policy of Bangladesh.
Context
Despite a tiny periphery of Indian civilization, Bangladesh embodies some practice of ancient tradition inherited from naturalistic education system of India. In middle age education system was more dominated by theocratic hegemony than worldly needs. Later in colonial age, education policy of Macaulay ignored scientific endeavor and emphasized on making the nation as ideal clerk, sufficient to be submissive subordinate to the imperial lords. So, education system that sustained for many days was hardly capable to make the people creative, logical and scientific. In modern age of knowledge society, nations around the world are developing at accelerated pace while Bangladesh, still lag behind in terms of science, technology, and philosophy. Importance of research is increased across the academia around the world to solve human problems. For an absence of socio-political attention, educational institutions and educational mechanisms in Bangladesh have come near to ruin that is primary schools turned to be left out debris of middle class waiting room, high schools turned to be coaching centers, colleges turned to be concrete town in slumber and universities turned to be a losing Adamjee Jute Mill. In an area of 1,47,470 sq kilometers, nearly sixteen crore population leaves little scope for complacency unless bulk of population is transformed to human resource. So government has no other option but develop it’s human resource by quality education, training and skill development of new generation. Against this backdrop, a constitutional binding derived from article-17 of the Constitution of Bangladesh is a clear reflection behind government’s move to constitute a committee in this regard.
Aims of the education policy
The National education policy of Bangladesh aimed at creating awareness among the students about freedom, sovereignty and integrity of Bangladesh. To insert moral, cultural and scientific values in student’s mind, to make them stimulated for free thinking, performance and creatively productive. There is another objective to inspire students with spirit of war of liberation, develop patriotism and qualities of good citizen, that is, sense of justice, non-communalism, dutifulness, awareness of human rights, free thinking with adherence to national history, and cultivation of scientific outlook etc. In this line, a target was set to achieve social advancement in terms of economic and technological development, through evolving an education process that is oriented with creativity, predictability and remove socio-economic discrimination irrespective of race religion and creed. It was expected that dissemination of democratic spirit, sense of equality and global fraternity through religious and moral, ICT and climate change education can foster the nation’s human dignity along with building capability to deal with world affairs.
Salient Features of Education Policy
Primary education: A hundred percent government funded free primary educations targeted to make mandatory as per constitutional obligation, which will start from class one to class eight. In this stage, a uniform basic education will be made accessible for all the children of the age group of eight to sixteen.
At Ebtedaee and Kowmi it is decided to introduce eight year long primary eduction.NGO/GO/Non-government educational institutions will be coordinated to bring those under the same new system of primary education.
Secondary Education:
In the new academic structure secondary education will include class nine to class twelve. To implement new system, class twelve will be included in High school and class nine also be included in higher secondary level of intermediate colleges.
Vocational education
To make the students productive and turn them workforce, a vocational education will be made available after class eight. By completing class nine, ten and twelve one can develop standard skill level to enter in job field.
Madrasa Education
Madrasa education will be develop in the line of national education system keeping originality of it’s stream that can fulfill the demand of present age. So, Bangladesh studies, environmental science and moral education will be compulsory at these strata of education.
Higher Education
After completion of secondary education, a four year honours degree will be considered students eligible for the job except teaching. Masters, MPhil and PhD degree will be considered as specialized education.
Education Commission:
A permanent education commission is recommended so that all the necessary and comprehensive measures can be taken with no delay. Moreover educational administration and sponsoring of public education can be ensured as per recommendation of the commission.
Financing
Government targets to finance primary education conclusively with books, grants and free tuition. Moreover, books are supplied to the students up to class ten and sponsor secondary and higher education at government institutions. Research and development initiatives are also a priority government wants to prioritize, though public source of sponsor helps little in these pursuits.
Philosophical analysis
It’s now pertinent to proceed towards a critical and philosophical analysis of policy perspective and find out those philosophy employed behind formulation of the National Education Policy-2010 by the ministry of Education. Though it is obvious that few schools of thoughts remain tacitly rooted in the constitutional guidance and in the spirit of liberation, from where constitutional principles derive; there are four basic spirit i.e. Bengali nationalism, secularism, democracy and socialism. Bengali nationalism is identified in the aims to create a sense of unity among the students based on common language, heritage, history, culture, literature, customs and social practices. In this sense, Bengali nationalism is old one but it was conceived as a vital socio-cultural force after language movement in 1952 that left profound imprint on the then East Pakistan’s political development. Secularism as an attempt to resolve religio-ethnnic problems, that flare up in past of Bengal history, by a political principle incorporated in the policy to achieve national solidarity and communal harmony. It’s considered workable to avoid communal extremism, religious fanaticism and bigotry. Democracy is obvious to say the least, in every aspects of the policy as Bangladesh is a nascent country of practicing democracy. It’s the core political value aspired for political equality, freedom, economic individualism etc; contrarily socialism is accepted for social justice as well as state sponsorship of education.
Philosophy of socialism remains in principle and practiced rigorously in Bangladesh, because a universal primary education and inclusive education is completely symptomatic of this philosophy. Education is the social function, security and development through participation of the group to which they belong. So democracy is an important value, explicit in education policy of Bangladesh that warrants human rights, personal freedom and equality before law, egalitarianism and individualism. Neo-liberalism is another area of philosophical concern that cast shadow over education policy, tends to promote secondary and higher education at private sector. Government is advised by donor agencies to discourage state funding at higher education, if it does, it is very poor, compared to corporate sponsorship of education as research grants or scholarships. Free and compulsory primary education is an approach, akin to utilitarian philosophy as it maximizes greater level of pleasure for greater amount of people ( here, students). Target oriented skill development policy by vocational education and technical education, is no doubt, a pragmatic approach. It will help achieve policy goal of socio-economic development through human resource development. This pragmatism can be extended to the realm of scientific materialism, because nurturing of scientific education and positivist scientific outlook can produce modern citizens. The concepts of religious and moral values stemmed from humanism and idealism. Moral values necessarily create a common platform in the country where human being will be the yardstick of measuring well and woes and a compassionate society will be realized for the people of different caste, creed and culture.
Critical review
Expositing different philosophy, simultaneously, is likely to create contradiction in The National Education Policy-2010. Such a contradiction is obvious with socialism and Neo-liberalism. Socialism is to promote free education, sponsored by the government at primary level while Neo-liberalism is to promote private education by corporate at higher and secondary level. Moreover, public universities are asked to augment their own source of fund, consequently leads to fee hike and student movements at campuses. Spirit of liberation and existing constitution don’t represent same values of the state and government. Because, successive governments, emended the constitution and have changed core principles of the state, such as, secularism and socialism. Moral and religious values cannot be disseminated to the students when government is prompt to pursue a capitalistic and neo-liberal policy in socio-economic arena. It is surprising to expect religious values grow in public mind, unless a social justice system is ensured at state level.
Emphasis on creative and ingenious workforce will remain subject to skepticism if government discourages state sponsorship or finance at higher level of education, because higher education is the most creative stage of inventive knowledge across the world. Major loopholes of the education policy of the national education policy of Bangladesh, is that, it focused less on liberal arts. In global and regional perspective, education of liberal arts is deemed to be more holistic in solving human problems. So, liberal arts can be more successful to achieve policy goals of creating patriotic, tolerant and secular, creative and productive citizens.
Conclusion
From the analysis it can be drawn that there are different philosophical thoughts employed in formulating The National Education Policy of Bangladesh-2010. Some distinct philosophical theories identified in education policy, are democracy, socialism, secularism, neo-liberalism, pragmatism, utilitarianism, scientific materialism, idealism, Bengali nationalism and cultural pluralism. It is a unique but peculiar that a mosaic of philosophical values incorporated in education policy of Bangladesh which is very unlikely in other parts of the world, whether it is developed or developing country. Such a diversified branch of philosophy in a single policy, create a khichuri (Biriani) phenomena. Philosophy of education is thinking and study of problems related to education, though education policy of Bangladesh is formulated on the basis of constitutional guidelines, philosophy is there in every minutes of strategy. In every public policy, philosophical and conceptual diction is cited at the inception of developing the policy, yet, such manifestation of such philosophy or values are not visible in it. Notwithstanding a policy implication is the subject of different inquiry, it is clear that education majored on liberal arts might ensure aspired outcome from The National Education Policy-2010.
Bibliography:
Dewey, John. Democracy and Education, MacMillan Company, New York, 1961.
Ahmed, Emajuddin, Bangladesh from East Pakistan, Lekha Lekhi Publications, Dhaka-2009,PP-25
Moore, T. W. Educational Theory: An Introduction (1st edition), Routledge & Kegan paul, London and Boston, 1974.
O’Connor,D.J. An Introduction to Philosophy of Education (10th edition). London, 1975.
Rai, Shushil, Shiksha Tatwo O Shiksha Darshon (Educational Theory and Philosophy of education), Soma Book Agency, Calcutta-2001.
Rabindranath Thakur, Introduction to Bengali Language, Thakur works, vol 10, pp 1030
Speech, East Pakistan Literary Conference, 1948, Shahidullah Commemorative volume, Dhaka, 1987, pp 393
Ntional Education Education Policy-2010, Ministry of Education, Governments of the People’s Reapublic of Bangladesh.
The Constitution of the People’s Republic of Bangladesh.
Sarwar Kamal
Abstract:
The National Education Policy formulated by the Committee led by Professor Kabir Chowdhury, is an elaborated action plan that was stemmed from guiding values or philosophical basis. To understand the pattern of education policy, it’s feasibility and implications, it is necessary to know philosophical basis and guiding values of the policy. This paper is a humble attempt to explore Philosophical basis of the National Education Policy of Bangladesh-2010. Different philosophical theories, in a single policy, have created Khichuri (Biriani) phenomena. It’s very unlikely in other parts of the world. Some contradictory philosophy might produce adverse result other than achieving policy goals.
Key Words: Education Policy, Philosophy of Education, Public Policy, Bangladesh Perspective.
Preliminaries
It’s now forty years that Bangladesh has become an independent nation state, fighting a bloody battle against Pakistani occupation force. A system of governance has evolved from post-colonial military-theocratic state to democratic state, but possibility of framing of foundational public policy loom large, in infertile interactions of governance tools. As it’s said, education is the backbone of the nation ; such is the importance of education policy, repeatedly felt by the policy analysts and governance experts for many days. In this backdrop, Bangladesh Education Policy-2010, is formulated by the team with able stewardship of the national Professor Kabir Chowdhury. Every policy has it’s own philosophical basis, outlook or ideological foundation, so it begs hardly a query that different guiding values and philosophical doctrines, remained overtly or covertly, in Bangladesh Education Policy-2010.Constitutional bindings, socio-economic condition, globalization of knowledge , and necessity of a competitive human resource development, made the exigency of formulating an education policy for rejuvenating the society. Notwithstanding some guiding values implied in the respective article of the Constitution of Bangladesh, still an unresolved debate is pending whether this policy embody national motto or have a clear philosophical stand. So, my aim, here is, to explore philosophical basis of the Education policy of Bangladesh. Philosophical basis or background is the very determinant of pattern and nature of education system in Bangladesh. In understanding pattern and of education policy and it’s feasibility, it is necessary to know philosophical doctrines and guiding principles employed in the policy. In this paper, I will try to clarify concepts and put the policy in a context of socio-political perspective to justify the philosophical basis, which can enable us to forecast future implication of the policy in Bangladesh society.
Conceptual framework
As philosopher D J Connor contends that philosophy refers to a set of techniques for imparting knowledge, skills and attitudes; a set of theories which purports to explain or justify the use of these techniques, education, no doubt, clearly relevant to philosophy. Moreover, it is possible to discuss education at three different levels- the level of practice, the level of policy, and the level of philosophy. The basic reasons for a policy should found at a deeper level than the one penetrated. So, the conceptual framework of education policy analysis may cover philosophical concepts and other terms related to education.
From the spirit of liberation, we find socialism, democracy, secularism, Bengali Nationalism were the philosophical doctrine of Bengali nationhood. Add to this, neo-liberalism, pragmatism, utilitarianism is the core of philosophical basis of the Education policy of Bangladesh. Socialism is a political and economic theory that advocates collective or government ownership and control of the means of production and distribution, of capital, land etc., in the community as a whole. Socialism is an economic system as well as a political movement based on materialist and scientific outlook, mainstream of positivist paradigm. Democracy refers to some political arrangement and social system, concerns collective decision making through representatives, where policies are subject to public justification and get political legitimacy. With a legacy of colonialism, Bangladesh inherited few renaissance values, of which, secularism is aspired one from the inception of nationhood. The leaders who led the nation to an independence and separate state, deemed secularism a hallmark of being a modern country, possibly a best place for multicultural society with ethnic diversity. Secularism in political realm, is a philosophy which advocates non-interference of religion in statecraft and to say more specifically in a secular country, no political or social decision would have taken place on the basis of religious creed or dogma. Bengali nationalism is a collective consciousness or feeling of Bengali nation that stemmed from Bangla language, cultural heritage, tradition and historical bond of peoples of this region. The two strong proponents of Bengali nationalism, were the great poet Rabindranath Thakur and scholar Dr Mohammad Shahidullah, Rabindranath is of the view that Bengali is defined as Bengali on the basis of language, while Shahidullah contends that Bengali bear an indispensable feature and trait, that cannot be covered up by beads-head marks-hair knots. Neo-liberalism is a market driven approach to economic and social policy based on neo-classical theories of economics that stress the efficiency of private enterprise, liberalization of trade and relatively open market, and therefore seeks to maximize the role of the corporate sector in determining political and economic priorities of the state. Pragmatism can be interpreted in two different ways; one is conceived as a way of thinking like a straightforward practical way of thinking about things or dealing with problems, concerned with results rather than with theories and principles. Another view is of philosophical theory that contends evaluation of concepts in terms of how it works and consequence it produces.
Literature review
The German philosopher Fichte said, the art of education will never attain complete clearness without philosophy”. Education seriously needs leaders- leaders who hold a sound comprehensive philosophy of which they can convince others and who can direct its consistent application to the formulation of appropriate curricula. In the line pragmatic thought, philosophy, in order to be philosophy, should have meaning and utility in solving human problems. Education should be practical and useful in influencing the conduct of life, not a passive inquiry or contemplation. Pragmatic philosophy emphasize upon democratic way of life.
An educationist Prof, Ajoy Roy considered philosophical outlook seminal to the education system in Bangladesh Shiksha Bebostha( Education system in Bangladesh-Dhaka:2002).So philosophy of education should involve at least some general or overall consideration of education. Philosophical doctrines and theories are employed in every public policy formulation to make the policy viable and justified by theoretical and epistemological scrutiny.
A study on education policy of Bangladesh-2010, necessarily an analytic one, but to find out philosophical basis, critical and philosophical analysis of the policy and the constitution of the People’s Republic of Bangladesh, was the method employed in this paper. A philosophical approach, I think, can be a proper way to proceed in dealing with analysis of philosophical background of education policy of Bangladesh.
Context
Despite a tiny periphery of Indian civilization, Bangladesh embodies some practice of ancient tradition inherited from naturalistic education system of India. In middle age education system was more dominated by theocratic hegemony than worldly needs. Later in colonial age, education policy of Macaulay ignored scientific endeavor and emphasized on making the nation as ideal clerk, sufficient to be submissive subordinate to the imperial lords. So, education system that sustained for many days was hardly capable to make the people creative, logical and scientific. In modern age of knowledge society, nations around the world are developing at accelerated pace while Bangladesh, still lag behind in terms of science, technology, and philosophy. Importance of research is increased across the academia around the world to solve human problems. For an absence of socio-political attention, educational institutions and educational mechanisms in Bangladesh have come near to ruin that is primary schools turned to be left out debris of middle class waiting room, high schools turned to be coaching centers, colleges turned to be concrete town in slumber and universities turned to be a losing Adamjee Jute Mill. In an area of 1,47,470 sq kilometers, nearly sixteen crore population leaves little scope for complacency unless bulk of population is transformed to human resource. So government has no other option but develop it’s human resource by quality education, training and skill development of new generation. Against this backdrop, a constitutional binding derived from article-17 of the Constitution of Bangladesh is a clear reflection behind government’s move to constitute a committee in this regard.
Aims of the education policy
The National education policy of Bangladesh aimed at creating awareness among the students about freedom, sovereignty and integrity of Bangladesh. To insert moral, cultural and scientific values in student’s mind, to make them stimulated for free thinking, performance and creatively productive. There is another objective to inspire students with spirit of war of liberation, develop patriotism and qualities of good citizen, that is, sense of justice, non-communalism, dutifulness, awareness of human rights, free thinking with adherence to national history, and cultivation of scientific outlook etc. In this line, a target was set to achieve social advancement in terms of economic and technological development, through evolving an education process that is oriented with creativity, predictability and remove socio-economic discrimination irrespective of race religion and creed. It was expected that dissemination of democratic spirit, sense of equality and global fraternity through religious and moral, ICT and climate change education can foster the nation’s human dignity along with building capability to deal with world affairs.
Salient Features of Education Policy
Primary education: A hundred percent government funded free primary educations targeted to make mandatory as per constitutional obligation, which will start from class one to class eight. In this stage, a uniform basic education will be made accessible for all the children of the age group of eight to sixteen.
At Ebtedaee and Kowmi it is decided to introduce eight year long primary eduction.NGO/GO/Non-government educational institutions will be coordinated to bring those under the same new system of primary education.
Secondary Education:
In the new academic structure secondary education will include class nine to class twelve. To implement new system, class twelve will be included in High school and class nine also be included in higher secondary level of intermediate colleges.
Vocational education
To make the students productive and turn them workforce, a vocational education will be made available after class eight. By completing class nine, ten and twelve one can develop standard skill level to enter in job field.
Madrasa Education
Madrasa education will be develop in the line of national education system keeping originality of it’s stream that can fulfill the demand of present age. So, Bangladesh studies, environmental science and moral education will be compulsory at these strata of education.
Higher Education
After completion of secondary education, a four year honours degree will be considered students eligible for the job except teaching. Masters, MPhil and PhD degree will be considered as specialized education.
Education Commission:
A permanent education commission is recommended so that all the necessary and comprehensive measures can be taken with no delay. Moreover educational administration and sponsoring of public education can be ensured as per recommendation of the commission.
Financing
Government targets to finance primary education conclusively with books, grants and free tuition. Moreover, books are supplied to the students up to class ten and sponsor secondary and higher education at government institutions. Research and development initiatives are also a priority government wants to prioritize, though public source of sponsor helps little in these pursuits.
Philosophical analysis
It’s now pertinent to proceed towards a critical and philosophical analysis of policy perspective and find out those philosophy employed behind formulation of the National Education Policy-2010 by the ministry of Education. Though it is obvious that few schools of thoughts remain tacitly rooted in the constitutional guidance and in the spirit of liberation, from where constitutional principles derive; there are four basic spirit i.e. Bengali nationalism, secularism, democracy and socialism. Bengali nationalism is identified in the aims to create a sense of unity among the students based on common language, heritage, history, culture, literature, customs and social practices. In this sense, Bengali nationalism is old one but it was conceived as a vital socio-cultural force after language movement in 1952 that left profound imprint on the then East Pakistan’s political development. Secularism as an attempt to resolve religio-ethnnic problems, that flare up in past of Bengal history, by a political principle incorporated in the policy to achieve national solidarity and communal harmony. It’s considered workable to avoid communal extremism, religious fanaticism and bigotry. Democracy is obvious to say the least, in every aspects of the policy as Bangladesh is a nascent country of practicing democracy. It’s the core political value aspired for political equality, freedom, economic individualism etc; contrarily socialism is accepted for social justice as well as state sponsorship of education.
Philosophy of socialism remains in principle and practiced rigorously in Bangladesh, because a universal primary education and inclusive education is completely symptomatic of this philosophy. Education is the social function, security and development through participation of the group to which they belong. So democracy is an important value, explicit in education policy of Bangladesh that warrants human rights, personal freedom and equality before law, egalitarianism and individualism. Neo-liberalism is another area of philosophical concern that cast shadow over education policy, tends to promote secondary and higher education at private sector. Government is advised by donor agencies to discourage state funding at higher education, if it does, it is very poor, compared to corporate sponsorship of education as research grants or scholarships. Free and compulsory primary education is an approach, akin to utilitarian philosophy as it maximizes greater level of pleasure for greater amount of people ( here, students). Target oriented skill development policy by vocational education and technical education, is no doubt, a pragmatic approach. It will help achieve policy goal of socio-economic development through human resource development. This pragmatism can be extended to the realm of scientific materialism, because nurturing of scientific education and positivist scientific outlook can produce modern citizens. The concepts of religious and moral values stemmed from humanism and idealism. Moral values necessarily create a common platform in the country where human being will be the yardstick of measuring well and woes and a compassionate society will be realized for the people of different caste, creed and culture.
Critical review
Expositing different philosophy, simultaneously, is likely to create contradiction in The National Education Policy-2010. Such a contradiction is obvious with socialism and Neo-liberalism. Socialism is to promote free education, sponsored by the government at primary level while Neo-liberalism is to promote private education by corporate at higher and secondary level. Moreover, public universities are asked to augment their own source of fund, consequently leads to fee hike and student movements at campuses. Spirit of liberation and existing constitution don’t represent same values of the state and government. Because, successive governments, emended the constitution and have changed core principles of the state, such as, secularism and socialism. Moral and religious values cannot be disseminated to the students when government is prompt to pursue a capitalistic and neo-liberal policy in socio-economic arena. It is surprising to expect religious values grow in public mind, unless a social justice system is ensured at state level.
Emphasis on creative and ingenious workforce will remain subject to skepticism if government discourages state sponsorship or finance at higher level of education, because higher education is the most creative stage of inventive knowledge across the world. Major loopholes of the education policy of the national education policy of Bangladesh, is that, it focused less on liberal arts. In global and regional perspective, education of liberal arts is deemed to be more holistic in solving human problems. So, liberal arts can be more successful to achieve policy goals of creating patriotic, tolerant and secular, creative and productive citizens.
Conclusion
From the analysis it can be drawn that there are different philosophical thoughts employed in formulating The National Education Policy of Bangladesh-2010. Some distinct philosophical theories identified in education policy, are democracy, socialism, secularism, neo-liberalism, pragmatism, utilitarianism, scientific materialism, idealism, Bengali nationalism and cultural pluralism. It is a unique but peculiar that a mosaic of philosophical values incorporated in education policy of Bangladesh which is very unlikely in other parts of the world, whether it is developed or developing country. Such a diversified branch of philosophy in a single policy, create a khichuri (Biriani) phenomena. Philosophy of education is thinking and study of problems related to education, though education policy of Bangladesh is formulated on the basis of constitutional guidelines, philosophy is there in every minutes of strategy. In every public policy, philosophical and conceptual diction is cited at the inception of developing the policy, yet, such manifestation of such philosophy or values are not visible in it. Notwithstanding a policy implication is the subject of different inquiry, it is clear that education majored on liberal arts might ensure aspired outcome from The National Education Policy-2010.
Bibliography:
Dewey, John. Democracy and Education, MacMillan Company, New York, 1961.
Ahmed, Emajuddin, Bangladesh from East Pakistan, Lekha Lekhi Publications, Dhaka-2009,PP-25
Moore, T. W. Educational Theory: An Introduction (1st edition), Routledge & Kegan paul, London and Boston, 1974.
O’Connor,D.J. An Introduction to Philosophy of Education (10th edition). London, 1975.
Rai, Shushil, Shiksha Tatwo O Shiksha Darshon (Educational Theory and Philosophy of education), Soma Book Agency, Calcutta-2001.
Rabindranath Thakur, Introduction to Bengali Language, Thakur works, vol 10, pp 1030
Speech, East Pakistan Literary Conference, 1948, Shahidullah Commemorative volume, Dhaka, 1987, pp 393
Ntional Education Education Policy-2010, Ministry of Education, Governments of the People’s Reapublic of Bangladesh.
The Constitution of the People’s Republic of Bangladesh.
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