Of late, tutoring students in a coaching centre has become an organised business in the country. Being one of the greatest threats to the country’s education system, coaching centres have ‘succeeded’ in attracting parents to send their children to these centres rather than to schools or colleges. The students, too, have no other alternative but to go to these expensive coaching centres to cope with the ‘competitive market’ of education thus resulting in draining-out of millions of Taka every year. With the availability of coaching centres, pass rates in the secondary and higher secondary levels have gradually increased, but the number of knowledgeable pupils is too meagre to mention about due mainly to the negative implications of coaching centres.
The present creative education system requires no extra coaching for the examination. But the coaching centres have become successful to introduce a sense of competition and cramming of answers among students rather than imparting knowledge-based education. They have made the students overburdened with extra classes to allow them little time for refreshment putting a bar in awakening their dormant faculty.
The initial attempt of ‘after-school’ classes for the weaker students by the education ministry in August 2011 did not work on the plea that the teachers were underpaid. True, the teachers do not have a reasonable pay scale and always remain paid lower than employees of the other sectors but it could not be the only reason behind a mushroom growth of more than 10,000 coaching centres across the country; rather greed of a section of teachers is chiefly responsible.
The education sector should be made free from profit-making ventures, with coaching centres being one of them. The education ministry needs to ensure adequate number of classes throughout the year to provide teachers with enough time to complete syllabus as the academic calendar is full of holidays. In the parents’ perspective, they need to make their children feel free and relaxed so that they can find interest in achieving knowledge rather than securing only certificates with higher marks but with an ’empty brain’. Children should be let explore themselves instead of their latent talent being spoilt by coaching centres.