Primary education: PECE, similar tests should be scrapped

A government-appointed advisory committee yesterday recommended scrapping the Primary Education Completion Examination and similar tests.

The committee, formed to improve primary and non-formal education, instead proposed a more practical assessment system based on the National Student Assessment (NSA), focusing on fundamental skills surveys.

Under this system, schools will be categorised by performance, using green, yellow, and red classifications.

Prof Manzoor Ahmed, convener of the nine-member committee, presented these recommendations at a press conference at the Foreign Service Academy in the capital yesterday.

The goal, he said, is to assess and improve schools' learning standards and hold them accountable at the upazila level.

Manzoor explained that schools in the yellow and red categories will need to develop action plans to improve, with headteachers and upazila authorities responsible for ensuring progress.

The committee's report stated, "Over the past three decades, primary education has expanded quantitatively, but the quality of education remains disappointing. Significant weaknesses persist in students' learning outcomes.

"Post-pandemic learning loss, unsatisfactory levels of foundational literacy and numeracy, lack of remedial education, inadequate training on student-friendly and inclusive teaching methods, weak assessment for learning, and the absence of school accountability in ensuring children's education are major obstacles to achieving quality education."

For the NSA-based system, Manzoor said assessments for pre-primary to second-grade students will be age-appropriate, with a focus on continuous evaluation.

"Schools will conduct periodic and annual exams to assess students' competencies against grade-level expectations."

As an immediate recommendation, the report prioritised improving Bangla and math skills, proposing that 60-75 minutes be allocated daily for each subject in the class schedule.

"Furthermore, schools should have the flexibility to adjust their routines, provided the total learning hours remain unchanged, to meet all students' learning needs," the report said.

It also called for at least 50 percent of primary schools to adopt a single-shift system within five years under the Fifth Primary Education Development Programme, with all schools making the shift in 10 years.

Additionally, the report stressed the need for a teacher-student ratio of no more than 1:30 in each classroom.

It highlighted that many government primary schools, which offer education up to eighth grade, lack the necessary infrastructure, with inadequacies in both the number and competence of teachers.

"The justification and feasibility of defining the primary level up to eighth grade remain questionable. Enrolment of students in the sixth grade at these schools could be stopped immediately."

Addressing student attendance in remote areas, such as chars and haor regions, it was suggested that schools collaborate with local communities to arrange transportation, with the option of floating or mobile schools where necessary.

It also recommended prioritising the recruitment of teachers for vacant positions; appointing para-teachers; providing remedial education; and constructing essential infrastructure, including accommodations, in those areas.

The committee further recommended a play-based learning environment with sufficient toys and learning materials, suggesting that teachers act as playmates and undergo training with simulations to improve their ability to engage in play-based learning.

"To facilitate this, teacher training should incorporate more simulations and practical exercises to help educators overcome hesitation and develop the necessary skills for spontaneous participation in play-based learning."

On teacher career progression, the report recommended abolishing the "assistant teacher" designation, with recruits starting as "teachers" and progressing to "senior teachers" after sufficient experience.

The committee also recommended that, in the long term, primary and other school teachers be given distinct status and a higher pay scale.

It suggested new teachers start at Grade-12, with confirmation after two years, and promotion to senior teacher at Grade-11 after two more years. Headteachers should be on the Grade-10 pay scale and appointed through promotion.

The committee also proposed filling vacant positions at the field level, establishing regional offices, and creating a primary education cadre service.

It recommended forming an Education Consultative Council to advise the government on reforms, which could later become a permanent education commission.

Manzoor Ahmed stated that the report, which includes over 100 recommendations across nine chapters, was developed through consultations and field visits to 12 upazilas.

Bidhan Ranjan Roy, adviser to the Ministry of Primary and Mass Education, stated that efforts will be made to implement the recommendations, pending agreement from teachers on the proposed salaries.