Incorporating trade courses/skills in primary and secondary school level May 21, 2009Posted by bdoza in BANGLADESH, EDUCATION.
Tags: professional skills, school curriculum, trade courses
Recenty I have attended a trade course of 6 weeks duration in a technical institute. Though the time is short, but the exposure gave me a feeling that the training equipped me with a second profession.
I was thinking about the primary and secondary school curriculum in our country and to me the curriculum seems to be a mere theoretical one by which the students after passing out from the primary or secondary schools do not gain any practical knowledge on the basis of which he/she can persue a profession or adopt a trade.
The curriculum should be of such that the passouts from this levels should attain some sort of technical or professional knowledge so that the years that he/she passed in the school be of some help in his practical and professional life.
I think that at the primary level the boys may be given practical knowledge in agricultural work so that he can support his parents in the field. The girls may be taught hadicrafts so that with their mothers they can transform their home into a small cottage industriy.
They cildren may be taught wood work, metal work, electrical work, computer, automobile mechanics etc at their secondary level. Learning necessary skill for work in Garment, textile, lether sectors may also be introduced at secondary level.
Some skills may be given priority for rural schools and some for the urban set up.
The school curriculum that is now practiced is of no practicle value except to claim oneself as literate. It may at best produce some clerks for the unban offices and enterprizes but in no way transform one into a skillful worker. The curriculum may form a base for the those who want to be white collar executive one day. For the greater mass it will be of no help.
Thousands of workers are going from Bangladesh to Middle East and other countries every year. Mos of them are unskilled workers. The Government wants more migration of skill workers to those coun tries. But over the years the scenario remain same. Then why are we not developing the skills in the workers during his primary and secondary levels?
The policy makers should think the matter seriously and incorporate the trade courses or peti-professional skills in the primary and secondary level.
Let us make our education more practical for the greater masses of people. We must bear in mind that all of the students who are enetering into the schools will not enter into the universities and will become highly skilled professionals. We have to think about the other people who cannot complete their education to the end and dropped out in the middle. The curriculum should be such that some degree of skill would be attained at any level of the education and the education of be help for any student who once enter into a school.
An ordinary citizen