Presided over by the former education minister ASHK Sadeq, the keynote paper embracing the whole education sector was presented by the former VC of Dhaka University Dr AK Azad Chowdhury. A number of distinguished educationists and politicians made their points pertaining to education. A comparative picture of education sector -- during AL and BNP regime -- seemingly goes to support the hypothesis that education in Bangladesh today is gradually drifting towards decay. Allow me to cite few examples in support of the contention.

During the AL regime, the literacy rate rose from 44 per cent to 65 per cent -- a quantum leap in five years. But then on, no appreciable progress could be in evidence on that account. The gender equality at primary level achieved during the earlier period and other achievements around education earned for the government a UNICEF prize. An international language centre was proposed at Dhaka and supported by international agencies. It could be a national pride but fell flat after this government assumed power in 2001.

The physical and human resources development in universities that took place in earlier period remains unmatched till today. My own university -- Jahangirnagar -- bagged Tk.440 million during 1996-2001 compared to Tk.400 million during the period 1968-1996 -- almost 30 years! Dhaka, Rajshahi and other universities moved, more or less on the same scale as far as infrastructural development is concerned. Whereas during the last four years, no such allocations appeared on the accounts of the universities. The science and technology universities established during the last government are limping on the ground under mismanagement. The session jam in universities came down from, on average, 1.6 year to 6-7 months and then rose to reach the earlier level again. The convocations were held regularly and extra-academic pursuits proliferated under the aegis of the then Bangladesh Association of Universities (BAU). Introduction of the semester and grading systems went to place the universities in the planks of modern universities. The rules of the game in universities and other educational institutions were truly adhered to at that time compared to their being, allegedly, 'ravaged' during the current regime. By and large, educational institutions are in disarray with educated people or education lovers disdained to the doors of these institutions. The school and college governing bodies allegedly groan under the influence of the goons.

The Kudrat-E-Khuda Education Commission -- set up soon after independence -- came up with a scientific, secular and 'socialistic' education system for the society. The then government avowed to carry forward the recommendation of the said commission. But after the "massacre-1975", we noticed no progress towards that end. In fact, since then and sordidly though, Bangladesh experienced a multi-polar education system in multi-colour educational institutions. In some places, especially in rural areas, poor pupils have open classes under shades of trees in the absence of structured class rooms while in urban areas we have cozy class rooms for the richer segments. If one examines the single most cause of the income inequality in Bangladesh, not surprisingly perhaps, one would land with the lack of level playing field in education.

Unfortunately the country does not have an education policy at the moment. Everything seems to be running on adhocism. However, the last AL government enacted an education policy for the country after threadbare discussions with stakeholders, in parliament and within government. It was almost a 'bottom-up' devise to develop an education policy. The policy aimed at making education more meaningful especially in facing the chiming challenges posed by the new millennium. Unfortunately, the present government paid no respect to the earlier democratically devised policy and, instead, established a Commission comprising the ruling party supporters. The report so generated has neither been publicised nor placed for public discourse. An imposed education policy seems to be impinging upon the whole system.

Critics go to argue that the real motive of the present government pertaining to education is revealed by the very desire to take us some decades back. The so-called "one or uni-track" system in the secondary level survived in the 1960s but, given the growing changes around us, had to give way to the on going multi-track system. The present system is not without faults but the government needs to update the system. The proposed uni-track system places science education behind the burner while putting the religious education into prominence. As much as 18 subjects will have to be studies by students within a span of 15-16 effective months! People could be benefited from an explanation from the government on this issue as to why and how we should move with the system. But it seems that the education ministry is interested more in imposing policies rather than involving discussions on policies. Nurul Islam Nahid, a former MP, possibly, rightly remarked: uni-track system has many-track business implying that few hundred crores of taka have already been spent and few more crorers are in the offing in the name of publishing new books.

Of all the ailments mentioned, the most serious one seems to be the leakages of questions in the examinations conducted by the Public Service Commission (PSC). Few times, the leakages took place, allegedly, with a view to placing partisan political cadres at the pinnacle of administration. The PSC is said to be the constitutional custody of the merits in administration who would run the administration. By politicising the examination, the PSC has lost its credibility as an independent institution.

By and large, during the last four years educational system in Bangladesh saw no sign of progress. Politicisation and patronisation have gripped the system. To heal the wounds, one needs to invoke the education policy passed by the earlier government. There could be some additions or subtraction keeping in mind the changing scenario but the basic fabric should remain. We want to get rid of a society engulfed in high inequality and fundamentalist thoughts. And education could be the key towards achieving that goal.

Abdul Bayes is a Professor of Economics at Jahangirnagar University.