The education ministry, under the new administration, has recently unveiled a comprehensive 12-point plan aimed at modernizing the national curriculum. Notable recommendations within the plan include increasing the education budget to five percent of the GDP, a move long overdue and deserving of commendation. However, the plan raises concerns regarding its priorities, particularly the mandatory inclusion of a third language at the secondary level.
While learning a new language can undoubtedly offer numerous benefits such as improved global connectivity and expanded job prospects in non-English-speaking countries, the decision to incorporate a third language into the curriculum appears questionable given the current educational challenges. The added cognitive strain on students, who are already grappling with mastering their native language, poses a significant hurdle. Research from the National Academy for Primary Education reveals that a substantial 79 percent of third-grade students lack fundamental skills in reading, writing, and comprehension in Bangla. Additionally, more than 42 percent of the population exhibits reading abilities below the fifth-grade level.
Enforcing the memorization of vocabulary in a foreign language beyond English may exacerbate the prevalent culture of rote learning, a practice the government has pledged to eradicate. Moreover, the notion that children must acquire foreign language skills in school to remain globally competitive is outdated. Targeted language courses for adults can effectively address workplace communication needs. Studies indicate that even a brief intensive language course can significantly enhance an adult’s cognitive abilities. In contrast, skills like critical thinking, problem-solving, and cultural empathy, which many students lack, cannot be condensed into a short-term program.
Artistic development is a cumulative process that should be nurtured throughout a child’s upbringing. Neglecting art and music education while imposing compulsory third language classes could have far-reaching implications for the nation. Bangladesh is on the brink of the middle-income trap, with its dominant ready-made garments sector heavily reliant on conventional manufacturing methods. To break free from this cycle and enhance profit margins, the country must transition towards product design. However, this transformation hinges on a skilled workforce proficient in aesthetic principles, spatial reasoning, and industrial design.
Art education plays a crucial role in fostering well-rounded citizens and elevating the Human Development Index. Creative industries drive sustainable growth and empower communities. Arts education not only enhances academic performance but also promotes empathy and mental well-being. Depriving the population of aesthetic education leads to a cultural void, evident in the lack of civic aesthetics in urban environments. Teaching humanities and arts instills values of cleanliness, adherence to traffic regulations, and courteous behavior in shared spaces.
While foreign language proficiency is beneficial for professional advancement, arts, music, literature, and design are the foundation of civilization, innovation, and empathy. To truly build a nation through education, policymakers must address this discrepancy in their agenda. Recognizing the importance of beauty, original design, and civic responsibility as mass essentials rather than exclusive privileges is crucial for a prosperous and harmonious Bangladesh.
