Universal Primary Education Essay
Development throughout decades:
Nationalized Primary Education (1972-’75): The dawn of independence saw the recognition of primary education as a national responsibility of the government, and as the fundamental rights of the people. The first Constitution introduced by Mujib government in 1972 specified that the State should adopt effective measures for the purpose of establishing a uniform and universal mass education by extending free and compulsory education to all children to such stage as may be determined by law (Article 17, 1998:8-9). On 26 October 1973, the Mujib government passed an Ordinance for nationalizing a large number of primary school. The Mujib government simultaneously adopted various programs and these were addressed in
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Under Two Year Plan (1978-80), the Zia government took a notable initiative, the significant aspect of which was the establishment of NAPE and development and reconstruction of 52 PTIs . Government decided universal primary education as a goal of education and there was no drop out in the official records. The universal primary education along with eradication of illiteracy was included as the two basic goals of the government. It was emphasized that every child who enrolls in class-I passes through all classes and completed class-V. The Second Five-Year Plan (SFYP) (1980-85) marked the beginning of prospective plan for Universal Primary Education (UPE) with a goal of enrolling 91% of the primary age group by 2000. The target required a compulsion of about 75% of the primary school age population enrollment by 1990, and subsequently increasing it to 91% by 2000 .These targets also raised the government obligation of hiring an additional 49000 teachers would have to be hired, 128000 classrooms constructed and about 45 million textbook produced and distributed by 1990. The Second Five Year Plan acknowledged the need to decentralize the administration of education, especially for primary education. In one of the major policy drive, the government intended to decentralize the primary education structure with control and management of schools to vest almost entirely in local management committees, which were to be formed at the village
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