Multiple providers and access to primary education: The case of Bangladesh |
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| Authors: | Zia-Us-Sabur and Manzoor Ahmed |
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| Institution: | (1) Institute of Educational Development, Brac University, House #10, Road #8, Sector #3, Uttara, Dhaka, Bangladesh;(2) Institute of Educational Development, Brac University, 16 Road 81, Apt. B4, Gulshan 2, Dhaka, 1212, Bangladesh |
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| Abstract: | Even though most children in Bangladesh are enrolled in school, the country faces enormous challenges in ensuring that children
complete primary education, and learn an acceptable amount. Multiple providers—state, quasi-state, and non-state—have helped
to raise the initial enrolment rate and improve the gender balance. The critical question is how the multiplicity and diversity
of provision can contribute to achieving truly universal primary education with high completion rates and acceptable levels
of learning. A range of sub-questions relate to this critical question, including what is meant by multiple provision and
how a diversity of provisions can be shaped into a system that serves the goal of effective and equitable access. This article
addresses the above questions in the context of the history and educational development in Bangladesh. They are particularly
significant at present, as the government is about to implement a new national education policy and design a five-year national
development plan (2011–2015), which would have a decisive impact on progress towards achieving the EFA goal of universal primary
education by 2015. |
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