Majority primary students lack skill in math, Bangla, a discouraging state of education

More than 60 per cent of third-grade students and 70 per cent of fifth-grade students lack the required math skills for their respective grade levels, as revealed by a government evaluation that paints a bleak picture of the quality of primary education in the country.

Additionally, the assessment indicates that 51 per cent of third graders and 50 per cent of fifth graders do not possess the necessary proficiency in Bangla for their grade levels.

The 2022 National Student Assessment conducted by the Directorate of Primary Education and UNICEF suggests that students in both government and private schools are performing relatively better than those in madrasas and schools run by non-governmental organisations (NGOs).

The survey encompassed 25,480 third-grade students and 28,752 fifth-grade students from 1,483 schools across the country.

The assessment also demonstrates that students who read various books in addition to their textbooks achieve notably better results compared to their counterparts.

Educational experts have pointed out that the assessment highlights a discouraging state of education quality.

Despite prolonged discussions among academics and stakeholders about this issue, there has been no noticeable change.

Factors contributing to this state of primary education include insufficient classroom teaching, high student-teacher ratios, limited student-teacher interaction, inadequate infrastructure, and a shortage of funding.

The assessment discloses that 12 per cent of third-grade students and 8 per cent of fifth-grade students exhibit advanced proficiency in Bangla.

In mathematics, these percentages stand at 11 per cent and 9 per cent respectively.

The performance of students is superior in the Dhaka and Mymensingh divisions, while those in Sylhet continue to lag behind.

Students from plain land areas, coastal regions, and border areas outperform their counterparts from water-adjacent locations, remote regions, and islands.

While students are acquiring mathematical knowledge, they struggle to apply it in real-life situations.

Once examinations are completed, they tend to forget what they have learned.

The assessment underscores the need for tailored interventions for madrasas and schools in low-performing regions.

The study advocates for capacity-building programmes to enhance student-teacher interaction and the creation of a safe learning environment in schools.