Guiding students towards GOODNESS -Md Tareq Hasan

Unnoticed or unaddressed challenges plague the education sector, a cornerstone for shaping our society’s future. Among these are glaring mistakes in book publishing, ranging from typographical errors to factual inaccuracies. These errors not only misguide students but also undermine the credibility of educational resources. Furthermore, the incorrect printing of images on textbook covers has sparked controversies, reflecting a lack of oversight in respecting cultural sensitivities. Additionally, the inclusion of unexpected and sometimes inappropriate topics in textbooks has raised questions about the curriculum development process and its alignment with societal values.

Despite these issues, the focus of today’s discussion is not to dwell on the problems but to seek solutions that guide students towards goodness. A well-thought-out educational framework can achieve the instillation of values such as integrity, respect, and empathy in students. This framework should not only correct the aforementioned errors but also promote a curriculum that is inclusive, accurate, and reflective of our diverse cultures. By doing so, we can ensure that education remains a powerful tool for personal and societal growth, steering students towards a path of goodness and excellence.

The education system’s multifaceted nature often reflects the complexities of the society it serves. The design of the education system aims to equip students to secure lucrative jobs and lead prosperous lives in the future. However, the alarming rise in juvenile delinquency, including the formation of teenage gangs and involvement in criminal activities, raises critical questions about the role of both the social and educational systems. The tragic incident where a police officer and his spouse were victims of their own offspring’s heinous act and the notorious case of Oishi serve as stark reminders of the underlying issues plaguing our youth.

These instances compel us to ponder deeply about the factors that lead some educated individuals to engage in bribery, corruption, and even violence. Is it a failure of the educational system to instill moral values, or is it the social environment that shapes such behavior? There is a paucity of research in this area, and discussions on these topics often receive little attention. Yet, understanding the root causes is essential for devising effective interventions.

Education should be more than just academic learning; it must encompass character building and ethical education. Schools and colleges should be sanctuaries that not only impart knowledge but also foster a sense of responsibility, civic duty, and compassion among students. Extracurricular activities, community service, and open dialogues on morality and ethics could play a pivotal role in guiding students towards goodness.

Moreover, parents, educators, and policymakers must collaborate to create a nurturing environment that encourages positive development. This includes revising the curriculum to include lessons on empathy, integrity, and respect for others. It also means providing support systems for students who may be struggling with personal issues that could lead them down a dark path.

While the educational system is not solely to blame for the deviance of some individuals, it certainly has a significant role to play in shaping the moral compass of our youth. It is our collective responsibility to ensure that our educational institutions are not just factories churning out future employees but rather gardens cultivating virtuous citizens. Only then can we hope to steer our children away from the lure of negative influences and towards a path of righteousness and goodness.

Irregularities and corruption are societal vices that do not discriminate based on education level or socioeconomic status. While it is a common misconception that only those with advanced degrees commit such crimes, corruption can tempt people from all walks of life. The key to combating this is not just through punitive measures but also through proactive educational reforms.

The diversity of educational institutions in our nation, whether they operate in English, Arabic, Bengali, or focus on religious teachings, reflects our rich cultural tapestry. However, this diversity also presents a unique challenge in ensuring a unified approach to instilling values of honesty and integrity. It is crucial that every educational syllabus, irrespective of the language of instruction or religious affiliation, includes a robust moral education curriculum. Quite frankly, we require a curriculum that prioritizes religious practices and studies. We should design this curriculum to engage students from an early age in discussions about ethics, civic responsibility, and the consequences of corruption.

Such an education system should not only focus on theoretical knowledge but also provide practical applications. Role-playing scenarios, case studies, and community involvement projects can help students understand the real-world implications of unethical behavior. Additionally, creating a transparent and open environment within educational institutions where students can report and discuss instances of perceived corruption without fear of retribution is essential.

Educators themselves must embody the values they wish to impart. Their conduct and the school’s administrative practices should serve as examples for students to follow. Moreover, partnerships with parents and the community at large are vital in reinforcing the lessons learned in the classroom.

The inclusion of seemingly trivial practices like Aloo Bharta has sparked debate among parents and educators. While some argue that such topics distract from more critical educational content, others see value in teaching practical life skills. However, the consensus among concerned parents is clear: there is a pressing need for a comprehensive religious and moral education in our schools. They advocate for a mandatory curriculum that awards significant weight to these subjects, suggesting at least 200 marks in every class.

A variety of factors, including their religious upbringing, have an impact on children as they grow. Therefore, nurturing their interest in learning about their faith is crucial. This approach respects the child’s ability to ensure the meaningful absorption of religious teachings. After all, every major religion, at its core, promotes virtues like honesty and morality over violence and brutality. By embedding these values into the educational fabric, we can hope to see a decline in criminal tendencies among students.

Furthermore, fostering strong moral foundations in students reduces their susceptibility to bribery, corruption, and nepotism in their professional lives. Religious studies alone can confine this moral education; it can pervade every aspect of the curriculum, fostering an environment where ethical behavior is the norm. Such an education system can be the bedrock upon which a just and equitable society is built, one where goodness prevails and malfeasance finds no foothold. It is this vision of education that can guide our students not just towards academic success but towards becoming upstanding citizens of the world.

The primary education system in Bangladesh presents a complex tapestry, reflecting the diverse educational philosophies and socio-economic realities of the country. The stark contrast between the national curriculum, madrasa education, and English-medium instruction has led to a pronounced social divide. This chasm is most evident in the demographic composition of government schools, which predominantly cater to children from lower socio-economic backgrounds, while those from more affluent families opt for private or English-medium institutions.

This segregation not only mirrors but also perpetuates existing social inequalities, creating a fragmented foundation for the nation’s future. The repercussions of this divide extend beyond the classroom walls, influencing social cohesion and national identity. The English-medium schools, while providing an alternative to the national curriculum, often operate with a commercial impetus, adhering to the British curriculum. This approach, while globally oriented, inadvertently places Bangladeshi students at an academic disadvantage compared to their British counterparts, potentially impeding their competitiveness in the global arena.

The quest for educational reform in Bangladesh is a pressing issue that demands immediate attention. The goal is to create a system that is recognized and respected by developed nations, a feat that is not insurmountable with the right governmental directives and the preservation of Despite High Court orders, the burden of heavy school bags symbolizes the system’s inertia, a problem that a single decisive action reflecting goodwill and wisdom can resolve.

Efforts to modernize higher education have been vigorous but fruitless, primarily due to systematic errors. The prevalent model of rote learning and book-based education in Bangladesh is obsolete compared to the research-oriented, analytical, and practical approaches adopted globally. This outdated model has caused Bangladesh to lag behind countries that once sent their students here for higher education.

The quality of teaching and the lack of dedicated care in most schools have led to increased student dropout rates. The commendable efforts of school management committees and upazila education officers to uphold school management fundamentals go largely unnoticed. Moreover, the deviation of some teachers from their noble goal of nurturing student competence towards a narrow focus on personal tasks exacerbates the problem.

To guide our students towards goodness, we must address these systemic issues head-on. An integrated curriculum that aligns with international standards yet remains true to our cultural identity is essential. We must foster an environment that encourages critical thinking, innovation, and ethics. We can ensure that our students are not only academically proficient but also morally sound, ready to contribute positively to society. We need a curriculum where religious values prevail and our children can learn practices like never before.

In conclusion, the path to guiding students towards goodness lies in a holistic approach to education reform. It requires a concerted effort from all stakeholders—government, educators, parents, and the community—to cultivate an education system that is equitable, quality-driven, and ethically oriented. Such a system will not only elevate the nation’s standing in the global educational landscape but also ensure that our future generations are well-equipped to lead with integrity and compassion. This is the essence of an education that guides towards goodness—an education that builds a nation.