Some are happy with the new curriculum that children are learning cooking, group work, dancing, learning nature at school. Some are unhappy for the same reason. Some are happy because the pressure of examination on the students is reduced because it can be said that there is almost no traditional examination in the new curriculum. Instead of examination, teachers of self-education institutions are now evaluated continuously. Others are happy because the new curriculum means that those who studied the former humanities will study more math and science than they do now. Many people don’t understand that the bed of apocalypse is being laid on the big screen by inserting some illusion. I am trying to explain how it is. I will be grateful if you read carefully.
It is very important to learn how to cross the road, learn traffic laws, give up your seat if you see someone who is elderly or children in the bus and train, and keep the surroundings clean. The question is which of these classes will be included in the syllabus? It is ok till class 5th. All other civilized countries of the world like Japan, various countries of Europe do the same.
I want that too. This is why I have long written that primary school education is the most important. This is the most important phase of our life. It is during this time that discipline, honesty, sociability etc. are learned. If learning is not made enjoyable at this age, if fear enters into learning, the student may no longer be interested in learning. Children of this age need to be exposed to high quality teachers. This is why Finland, Switzerland, and many European countries employ only those who grow up with a minimum master’s pass and dreams of becoming as teachers. Teaching young children is very difficult and laborious. This is why primary school teachers are paid high salaries. Our English medium teachers are of such quality. My two daughters still remember the teachers in their younger classes. If you see it, you are still absorbed in the story. But think of a Bengali medium primary school.
The quality teachers in Finland do not require a syllabus. Everything they say and do is part of education. Plato to Socrates, Aristotle to Plato. Students spent the whole day near them, talking, chatting. They had no curriculum. A teacher of that quality does not even need a curriculum. If Finnish teachers are replaced by Bangladeshi primary level teachers then I am sure the education standard in Finland will almost fall to the current level of education in Bangladesh and the education standard in Bangladesh will almost rise to the level of education in Finland. So what’s up? Above all we need happy, educated high quality teachers. They can decide the curriculum. Our policy makers don’t know what to prioritize. Maybe they know but their intention is not good. If the intention was good, he would have given proof of it earlier. How to give it? Initially, at least 5% of GDP was allocated to education. As a result, the salary and respect of teachers increased. From the quality of the paper to the cover quality of children’s books improve the infrastructure of educational institutions. Stop injecting politics into educational institutions. Will the quality of education be improved by simply changing the curriculum instead of doing this?
Primary teachers in Finland have master’s degrees from universities who have grown up dreaming of becoming a teacher since childhood. In fact, even if they don’t have a curriculum, what they teach will become the curriculum. A country’s social system must be understood. Moreover, suddenly changing the curriculum of a country is a crime. Nowhere in the world does and never will. Although my concern is not with Class Five Six, I am more concerned with the eighth grade where science and math are done away with.
My concern is with those who are introducing this curriculum. Why do they only spend so much on Bengali media? I have doubts. I doubt their intentions when I see that they only aim to educate the children of the poor and middle class and state in the curriculum outline: ‘To build patriotic, productive, adaptable, happy and global citizens inspired by the spirit of liberation war’ in creating a joyful learning environment for the students of our country. By reducing the burden and pressure of textbooks, prioritizing experiential and activity-based learning rather than rote-reliance on deep learning.
So this purpose does not apply to the thousands of upper class children who are studying in English? Don’t they need to grow up in the spirit of the liberation war? Don’t they need to be patriotic, productive, adaptable, happy and global citizens? Don’t they need a happy learning environment? Don’t they need to know Baul song, Jari Sari song, Palligiti, Rabindra Sangeet Nazrul song? Do they not need to read Bengali literature? Do they not need to watch Bengali movies and dramas? Don’t they need to learn cooking, cleaning, etc.? When these two groups are together, how will they mix? Seeing your love for Bengali medium and indifference towards English medium makes me suspicious. Those of you who are in policy making should think about all of you!
Information technology, life and livelihood cannot be more important subjects than higher mathematics, physics, chemistry and biology. Nowhere in the world is this. I’m sure those who did these things have ulterior motives.
