Education Rights and Democracy: A Symbiotic Relationship

Many interpretations are emerging regarding the current situation, with various terms being used—coup, revolution, and others. Some individuals are even speaking of independence. If we characterize the previous state as a dictatorship or fascism, what should we call the current state? For now, we will refer to it as democracy. However, if someone is ambitious, they might suggest a different term. For the time being, let’s settle on democracy.

So, what is democracy? It is a system in which elected representatives form a government, and if they violate the law after taking office, the electorate has the power to remove them. Another crucial aspect of democracy is how society functions as a whole. There is a well-known saying that resonates globally: "Each member of society contributes to the community according to their ability, and in return, they receive what they need from society."

In essence, the idea is that individuals contribute to society based on their abilities and, in turn, receive what they need from the community. Achieving this balance is essential for fostering a truly democratic society, which goes beyond merely participating in elections. Our goal is to create an environment where everyone has the opportunity to develop their capacities fairly.

We believe that talent is not solely an innate gift from nature; rather, it is cultivated through care and investment. The way one learns and develops skills is influenced by a multitude of factors, not just the availability of textbooks or formal education. Access to quality education and opportunities is often determined by circumstances beyond an individual's control.

True talent emerges when individuals can demonstrate their abilities in a competitive environment, provided that the conditions for talent development are equitably distributed across society. Only then can we genuinely recognize and nurture what we consider to be true talent.

The division of society into various stages and roles has been a significant aspect of many cultures, including ancient Indian society. In Hinduism, this division is reflected in the concepts of the four ashrams—Brahmacharya (student life), Garhasthya (householder life), Vanaprastha (hermit stage), and Sannyasa (renounced life)—which outline the different phases of an individual's life. Each ashram typically spans 15 to 20 years, aligning with the average life expectancy of the time.

During the Brahmacharya phase, which encompasses the first 15-20 years, individuals focus entirely on education. This period is characterized by a commitment to learning, without the distractions of marriage, family, or work. The educational practices during this time were quite similar across cultures, emphasizing the importance of knowledge and personal development.

Upon completing their education, individuals would transition into the workforce, often marked by a ceremonial graduation. In Indian tradition, this graduation is referred to as snatak, symbolizing the completion of formal learning. This rite of passage often involved rituals, such as taking a bath and donning a turban, particularly in madrassas. In contrast, graduation in European contexts typically signifies the successful completion of a specific academic level, such as passing a grade.

These structured phases of life not only provided a framework for personal development but also reinforced the social order, illustrating how education and societal roles were interwoven in ancient Indian culture.

A rhetoric has emerged emphasizing the necessity of lifelong learning, suggesting that education is an endless journey. This notion is widely accepted. According to the United Nations, education is categorized into three distinct parts. Following the conclusion of the Second World War in Europe, the UN adopted a declaration in 1948, serving as a general standard rather than a legal mandate, known as the Universal Declaration of Human Rights. This declaration was adopted on December 10, 1948, and Article 26 outlines the three divisions of education: Basic Education: This encompasses elementary and fundamental education, which is essential for establishing a foundation for further learning.

Technical and Vocational Education: This segment focuses on providing individuals with specific skills and knowledge necessary for particular trades or professions.

Higher Education: This level involves advanced studies, typically pursued at universities or colleges, where individuals can specialize in their chosen fields.

If we analyze this framework, it becomes evident that the UN has delineated the age range for what constitutes basic education. Globally, there exists a historical context for this classification, as various countries have developed practical knowledge systems, often referred to as Intermediate or HSC in some regions, or A labels in Europe.

Education is typically segmented into levels such as primary school, secondary school, junior, and senior. The United Nations established the goal of universal education in 1948, which aims to make education free and accessible to everyone. Our country gained independence just a year ago.

Previously, we were part of Pakistan, and this period is often referred to as our independence. However, this aspect is frequently overlooked or denied in our historical narrative, which can be detrimental. This situation mirrors the denial of the significance of the 1971 revolution. Over the past 50 years, many have dismissed the significance of Pakistan's independence in 1947, labeling it as communal, while viewing the events of 1971 as nationalist. Such an approach is also a mistake.

I argue that our true independence began in 1948. As we recognized our errors over time, we began to correct our understanding. The concept of negation—rejecting or revising past interpretations—has been a recurring theme. After 53 years, we have come to realize once more that we were misled. This realization holds similar importance to the events of 1971, emphasizing the ongoing value of reexamining and acknowledging our history accurately.

The three major turning points in our history over the past 77 or 78 years are 1947, 1971, and 2024. These events represent not just moments to be acknowledged but periods we must fully engage with and understand. The German philosopher Hegel famously said that historical progress involves integrating past experiences, rather than simply discarding them. As he put it, one “passes the other by digesting it in his stomach,” meaning that we process and build upon past events, rather than excluding them. In English, this process is referred to as critique, which involves thoughtful and balanced discussion, rather than mere debate.

When we critique our education system in the context of the United Nations' goals, it is important to recognize the broader human rights framework behind these objectives. The UN declared universal education as a fundamental human right to ensure equality, particularly for newly independent nations and formerly colonized peoples. The aim was to guarantee that all individuals, regardless of their background, have equal access to education.

In this context, the goal is to provide 12 years of free, basic education. Achieving this would align with the United Nations' vision of universal education and ensure that all individuals receive the benefits of a foundational education.

Another stage of education is elementary education. In many countries, primary education is considered compulsory, meaning that it is mandatory for children to attend school until a certain age, and parents may face penalties if they do not ensure their children receive this education. This is why it is commonly stated that primary education should be both compulsory and free. In contrast, secondary education is often described as free but not necessarily compulsory.

Debate on the Scope of Primary Education: There is ongoing debate about the extent of compulsory primary education. For example, in Japan, Vietnam, and several other countries, primary education is mandatory up to the 6th grade. In our country, during the British colonial period, primary education was compulsory only up to the 5th grade. These are things you should ask questions about.

According to the United Nations' declaration, the second tier of education encompasses technical and vocational training. Unlike primary and secondary education, vocational and technical education is neither compulsory nor free. However, the UN recommends that access to this type of education be made more accessible to the general public. Anyone who wishes to pursue vocational or technical training should have the opportunity to do so without unnecessary barriers.

Vocational and technical education includes fields such as engineering, medicine, fashion technology, and various other professions. It is essential that individuals have the opportunity to choose careers according to their interests and skills, contributing their expertise to society. Practices such as canceling admission tests rather than limiting seats, are contrary to the goals set by the United Nations. We are still striving to achieve the level of human progress envisioned by these international standards.

I understand that not everyone will have the opportunity to study at prestigious institutions like Dhaka University or gain admission to the country's top medical schools. However, there should be ample opportunities for individuals to pursue their desired fields of study.

The key question is whether education should align with societal needs or personal passions. This is a crucial issue for our educational policy. While there is no simple solution, it is the responsibility of society to create an environment that offers opportunities for both personal aspirations and societal needs. This balance is a fundamental goal of a democratic society.

(The text is taken from Prof. Salimullah Khan's speech at a discussion on 'Post-coup Bangladesh: Some Proposals on Education'.)

Salimullah Khan: Thinker and Professor, University of Liberal Arts Bangladesh.