EDUCATION MINISTER LOOKS TO CURRICULUM AND

C O N F I D E N T I A L SECTION 01 OF 02 DHAKA 000235 SIPDIS DEPT FOR SCA/PB E.O. 12958: DECL: 01/31/2019 TAGS: PGOV PREL SOCI SCUL KISL BG SUBJECT: EDUCATION MINISTER LOOKS TO CURRICULUM AND VOCATIONAL EDUCATION REFORM Classified By: Ambassador James F. Moriarty, reasons 1.4 (b&d) SUMMARY -------------- ¶1. (SBU) Acknowledging significant problems in the education sector, the new Minister of Education told the Ambassador he intended to focus on introducing a uniform curriculum into Bangladesh's schools, increasing vocational and technical education opportunities and campaigning against illiteracy. The Ambassador offered USG-sponsored madrasa curriculum development expertise and promised to look into vocational and technical education support options. The Minister's welcome was cordial and he seemed very willing to engage with the USG. End summary. ¶2. (SBU) During a March 3 courtesy call by the Ambassador, new Education Minister Nurul Islam Nahid thanked the Ambassador for his visit and warmly welcomed continued cooperation with the USG. Nahid is the MP from the Sylhet-6 constituency in north-eastern Bangladesh. Educated at Dhaka university, he fought on the side of Bangladesh during the 1971 war of independence against Pakistan and led the Communist Party of Bangladesh before joining the Awami League in 1994. The Minister of Education is responsible for overall national education policy as well as for secondary, higher and madrasa education, and oversees the Ministry of Primary and Mass Education. The latter entity implements primary education policy and is headed by a State minister. FOCUS ON CURRICULUM REFORM -------------- ¶3. (SBU) Nahid noted that the education sector in Bangladesh had huge problems, including an approximately 50% national illiteracy rate and a 50% dropout rate for primary education. Reluctant to re-enter the cycle of commissioning a whole new education sector report (as had been the practice of previous governments),the Awami League government had returned to what it regards as a baseline report produced by a Commission known as Khudrat-e-Kudha in 1974. Nahid said this commission's report had "a good scientific and moral outlook" and a small committee was currently reviewing its recommendations to decide which to update and implement. A key recommendation the government intended to implement was that of introducing a uniform curriculum into Bangladesh's schools, Nahid said. Bangladesh had eleven types of primary school and several varieties of secondary school (including government-sponsored madrasas),each with its own curriculum philosophy, and it is time to unify them, he said. (See septel reporting on policy towards private, non-regulated qawmi madrasas) ... AND VOCATIONAL/TECHNICAL EDUCATION -------------- ¶4. (SBU) Another point of focus would be vocational and technical education, Nahid said, describing a plan to establish at least one vocational school in each upazila (county) in Bangladesh. The idea would be to reach young people who did not have access to regular higher education options in or near urban centers. Giving them skills would both increase their earning power and prevent them from falling into the hands of extremists. The government would also reach out to employers to determine their needs, and try to educate the young population accordingly, Nahid said. He noted that the international donor community focused the vast majority of its resources on primary education, and made a plea for support for vocational and technical education. The Ambassador described current USG education assistance and promised to look into options for vocational and technical education support. MADRASA CURRICULUM DEVELOPMENT EXPERTS -------------- ¶5. (C) The Ambassador offered the expertise of USG-sponsored madrasa curriculum development specialists who had previously worked in India and Malaysia, and who were available to come to Bangladesh. Nahid warmly welcomed the offer and suggested post contact the Joint Secretary for Madrasa Education to pursue arrangements. DHAKA 00000235 002 OF 002 DE-POLITICIZING UNIVERSITY STUDENTS -------------- ¶6. (C) The Ambassador asked if the government had any plans to deal with the long-standing issue of politicized university student bodies and the violence resulting from inter-student clashes. Nahid acknowledged and lamented this as a serious problem, adding that university teaching staff compound the problem by being themselves politicized. "It's a problem. We are working on it," he said, without offering specifics. TEACH FOR BANGLADESH? -------------- ¶7. (SBU) The Ambassador described the 'Teach for America' program to Nahid, and asked whether the concept of recruiting competitive graduating students to teach in disadvantaged schools for a two-year period might work in Bangladesh. Nahid reacted enthusiastically: "Yes, we need educated volunteers -- we have a limited number of teachers in our primary schools," he said, adding he planned to launch a national literacy campaign which would rely on volunteer work. COMMENT -------------- ¶8. (C) Nahid has a formidable task before him and lacks the experience in the education field that might stand him in good stead. However, he seemed eager to listen and to engage. Although his strong left-wing credentials may hamper progress with some interlocutors (see septel reporting),he seems to enjoy a general 'nice guy' reputation -- even among political opponents -- which may help him in moving forward the Awami League education agenda. MORIARTY