The Three –tier Education System in Bangladesh: An Observation

There is a three-tier education system functioning in Bangladesh, namely general education,

foreign language-based education and education based on religious domain. This three-tier
education system has been developed as part of the demand of the communities influenced by
ancient and modern, local and international perspectives with the changing course of time. This
three-tier education system has divided Bangladesh grossly into three categories of school of
thoughts and, helps develop different types of socio-economic, socio-cultural factionalism in one
country.

Among the three-tier education system, at first and foremost, general education system is
important to note. In general education system, education is provided to fulfill the knowledge
domain of the learners considerably enough so that the learners can get proper theoretical and
research-based knowledge to be applied in the after-education employment period gaining
professional knowledge and skills. Technical and vocational education is also included in this
category, which is seen as a new vista in attaining knowledge and skills theoretically and
practically considering the demand of time and observing its necessity and application in other
countries.

Though this type of general education is considered as standardized education system for
Bangladesh, the matters of concern are how much the learners get benefitted from it, how much
productive and efficient learners it can produce to build up the country and the nation, how much
morality and ethics the learners can preserve etc.

Though much criticisms the general education system has to face regarding its curriculum,
syllabus, examination system ; its goals and objectives etc., this type of education system is
crucial and effective in developing ‘Demographic Dividend’ in our country absorbing the
culture, heritage, tradition and values of this region and the world.

Now we can focus on the foreign language-based education system which is popularly known as
English medium education system. In this type of education system, the learners receive foreign-
modeled education where curriculum, syllabus and examinations are controlled by the respective
foreign countries and institutions.

Allegedly, foreign language-based education is deemed as ‘cultural aggression and cultural

hegemony’ against our susceptible cultural and values-based framework. In this era of
globalization and commercialization, though we can’t deny the process of conflux of culture
recently, we can’t but develop the system of cultural exchange widely; Bangladesh has been
suffered from ‘inferiority complex’ in case of their own culture , heritage, tradition, performance
etc. for a long time.

It’s to remember that the foreign cultures aren’t ante-theses for us, rather a synthesis of foreign
and local culture can certainly develop a brand-new culture of pluralism, multi-dimension and
diversity of concepts, ideas and thoughts. It’s expected that the foreign language-based education
will considerably emphasize on the local history, culture, heritage and values and develop the
learners nearer to their motherland and time-honoured tradition.

Besides, the foreign language-based education system clearly influences and is influenced by
socio-economic, socio-cultural variables in a developing country like Bangladesh.

Lastly, our focus will go through on the religion-based education system, especially Islam-based
education system as the premier religion category in Bangladesh. In this type of education
system, the learners follow the ancient trend of education-reception system where skills and
expertise are improved centering on their respective religions and beliefs.

Allegedly, this religion-based education system has been convicted with fundamentalism,
extremism and in some cases, terrorism with one-centred, blind and conventional outlook-based
education system. Though religion and religion-based education system have a pivotal role in
developing ethics and morality among the common masses throughout ages, many question
whether this religion- based education system can absorb the local and international
modifications in culture, geo-politics, concepts, thoughts and views in line with the changing
world.

Even though, the goals and objectives of this education system is to create religion-based
professionals needed to serve the purpose of religious communities, the authorities concerned
along with the government have pondered over how this time –honoured respected education
system can be modernized, reformed and re-structured in light of the changes in the modern
education system.

Though one-centred and concentrated education system had been proposed in our education
policies and laws, it is imperative to lessen the differences among the education policies, norms,
goals and objectives, especially the syllabus and curriculum in the existing education systems in
Bangladesh.

Pathetically, the three-tier education system has produced divide and confrontational values and
thoughts in the geo-graphical boundary of one-country and, it’s three-tier education system
which creates much disparities and discrimination especially, in the field of employment, social
status and other socio-economic, socio-cultural framework.

Considering the socio-economic reality of Bangladesh in the era of globalization, Bangladesh

needs to rethink, re-judge and re-experiment about the education system in vogue here with
proper international assistance, proper funding in education research, enough modernization and
modifications, sufficient patronization of education and training of the stakeholders of education
and education system. Finally, Bangladesh has to develop a home-made and customized
education system in the long run.