10:35:00 PM
NU Journal of Humanities, Social Sciences & Business Studies Vol. 1, No. 1, December 2014
Education Systems of Bangladesh, India and Thailand: A Comparative Study Alak Kumar Saha*
Abstract: An effective education system helps a country to build its good nation
and that results a sustainable development in the long run. Because, education is
well known to all as a back bone of a nation and to make it effective a good
education system is very much essential. The objective of the study is to learn
about the education systems of Bangladesh, India and Thailand, and compare
those in terms of their characteristics. The study finds the similarities and
dissimilarities in education systems in different stages of the countries
concerned. Despite of all these the effectiveness of education system in Thailand
and India is somehow found better compared to the same of Bangladesh. The
study suggests for sustainable development in education through communicating
and maintaining by-lateral and multi-lateral relationships between or among
these countries in keeping with the international standards.
Key Words: Education Structure; Enrolment; Gross Domestic Product; Sustainable Development;
Literacy Rate
Introduction
Education system is considered to be a gateway of building an enlightened country.
Bangladesh, India and Thailand have also their separate education systems. Bangladesh
got independent in 1971 while India got the same in 1947 and Thailand started its
reigning effectively in 1946 during the regime of king Bhumibal. These three countries
are situated in the South East Asia. Each country has been conducting education through
their education policies while education system is one of the parts of education policy.
The education system that contributes more towards the development of a country is
considered effective. But the effective education system may vary from place to place,
country to country due to the geographical, social, climatic changes and overall political
changes. These changes among the three countries are different in nature. Some changes
can create constructive atmosphere in the context of a country while the same may be
failed to bring positive change in the perspective of other countries. Of course, one
country can share the positive change(s) with other country(s). But the effectiveness
cannot be justified until and unless the analyses of education systems of the said countries
are done. Thus, how the education system of the countries concerned is playing role to
what extent can be explained through the systems prevailing there in particular and how
the findings could help the countries to get developed in education sector removing the
anomalies as well as deficiencies could be considered in general. Because, these countries
have been working for the attainment of Millennium Development Goals (MDGs) by
2015 established in a largest gathering by the world leaders in 2000 where the first goal is
to eradicate extreme hunger and poverty and to achieve this goal people of these countries
have to be well educated, while the second goal, `Achieve Universal Primary Education’
has taken place.
*
Dr. Alak Kumar Saha, Director, National University, Regional Center-Barisal, Bangladesh
36 Dr. Alak Kumar Saha
Review of the Literature
M N Khan, E A Rana and M R Haque [1] in their study titled “Reforming the Education
System in Bangladesh: Reckoning a Knowledge based Society” compared the strength of
education to human capital. The objective of the study was to explore the effectiveness of
education system of Bangladesh prevailing in developing quality education. The study
found that despite the satisfactory enrolment rate in primary education, the overall
effectiveness of education in Bangladesh was not up to the mark to create a strong human
capital. The study suggested taking a number of measures in order to ensure quality
education for building knowledge based nation.
P Dutta [2] in her research paper “India’s Education System, Its Policies and the World
Paradigm” presented the brief historical preview of the Indian education system and
gauged the impact of the policy on current education system. The purpose of the study
was to understand and discern the reasons for change in Indian education system. The
study looked that national and international trends in policy and the guiding forces behind
the education policy decisions had a great impact on making and changing the India’s
current education system. Finally, study questioned on the role of policy and suggested
for systemic change efforts.
YiQi Xin [3] wrote in a review paper titled “Education System in Thailand” where the
writer introduced the history of Thai education system and the basic structure of school
level in Thailand. The status quo of Thai education system had also been discussed with
focuses of English education in Thailand, standard tests in Thailand, school uniforms, and
government school holidays. The study revealed that Education in Thailand began in 13th
century, when Ramkamhaeng the Great created Thai Alphabet. In the early period of Thai
education, members of the royal family and nobilities received education from Royal
Institution of Instruction (Rajabundit), while commoners received education from
Buddhist monks in the temples. Scriptural texts were used as textbooks for educating
commoners in traditional Thai education system. The traditional education system
prevailed until the 18th century (Ministry of Education [MOE], 1998). After that modern
education system started its journey while English learning and Standard Tests of each
class had been in action for the development of education system in Thailand. There are
around 27% of Thai populations are English speakers. The study empathized on the
reforms in education system in keeping with the global trend.
However, the study concluded highlighting that the glimpse of school level in Thailand
will be enabled to gain a basic understanding of Thai students’ life, while the history of
Thai education system give the nation for more understanding of nowadays Thai
education system and Thai culture.
Objectives of the Study
The main purpose of the study is to learn about the education systems of the countries
concerned, while other specific objectives are:
1. To understand the nature and characteristics of the education system of each
country;
Education Systems of Bangladesh, India and Thailand: A Comparative Stady 37
2. To compare the education systems along with their effectiveness prevailing
between or among the countries ;
3. To provide suggestions for the development of education systems of the three
countries.
Rationale of the Study
The reviewed studies focused on education system of the country individually, but did not
compare those between or among the countries concerned. Hence deficiencies or
potentialities of the education systems remained absent to compare, while the present
study would do the same, because modern age demands the comparative productivity.
Besides, the findings of the study will be helpful for the policy makers in making and
implementing as well as improving their policies of the countries. Considering the
importance of and following the vacuum in research in this area, the present study titled
"Education Systems of Bangladesh, India and Thailand: A Comparative Stady.”
Methodology
The purposive sampling has been selected in conducting the study and it is an empirical
and qualitative study in nature to a great extent, while it is done through mainly on the
secondary data collected from the journals, periodicals, economic surveys, newspapers
and web site information. Analyses have been done through tabular forms and graphic
designs showing statistical identifications covering the period during 2009-2013 so far.
Terms and Concepts
Education System is a comprehensive term, while the study has explained the same on
some fundamental or elementary aspects like structure, streams, categories, status,
impacts etc.
Limitation of the Study
The present study has data limitation and time constraints. Inclusion of some other
countries would have facilitated more to the generalization of effectiveness of the
education systems but the present study could not do so because of data and time
limitations.
Analyses and interpretations
• Education System in Bangladesh
Bangladesh has a strong commitment to education according to its Constitution and
development plans with education being given the highest priority in the public sector
investments. Education sector allocations are about 2.3 percent of GDP and 14 percent of
total government expenditure during the financial year 2013-14. Maintaining this
commitment to the education sector is imperative in order to achieve Education for All
(EFA) and the Millennium Development Goals (MDGs).
38 Dr. Alak Kumar Saha
Education System in Bangladesh is being managed and administered by two Ministries,
Ministry of Education (MoE) and Ministry of Primary and Mass Education Division
(MOPME) in association with the attached Departments and Directorates as well as a
number of autonomous bodies. Ministry of education is concerned with policy
formulation, planning, monitoring, evaluation and execution of plans and programs
related to post primary, secondary and higher education including technical & madrasha
education. The line directorates, viz. Directorate of Secondary and Higher Education and
Directorate of Technical Education are responsible for management and supervision of
institutions under their respective control, while the MOPME is concerned with the
primary and much education activities. [4]
Structure of the Education System
Education in Bangladesh has three major stages-primary, secondary and higher
educations. Primary education is a 5-year cycle (classes 1-5) while secondary education is
a 7- year one with three sub-stages: 3 years of junior secondary (classes 6-8), 2 years of
secondary (classes 9-10) and 2 years of higher secondary (classes 11-12). The entry age
for primary is 6 years. The junior, secondary and higher stages are designed for age
groups 11-13, 14-15 and 16-17 years. Higher secondary is followed by graduate level
education in general, technical, engineering, agriculture, business studies, and medical
streams requiring 5-6 years to obtain a Masters Degree. In the general education stream,
higher secondary is followed by college/university level education through the Pass (3
years)/Honors Graduate Courses (4 years). The Masters Degree is of one year's duration
for holders of Bachelor Degree (Honors) and two years duration for holders of (Pass)
Bachelor Degree. Higher education in the technical area also starts after higher secondary
level. Engineering, agriculture, business, medical and information & communication
technology are the major technical and technological education areas. In each of the
courses of study, except for medical education, a 5- year course of study is required for
the first degree. [5]
Different Streams in Education
Primary level education is provided under two major institutional arrangements (stream)-
general and madrasha, while secondary education has three major streams: general,
technical-vocational and madrasha. Higher education, likewise, has 3 streams: general
(inclusive of pure and applied science, arts, business and social science), madrasha and
technology education. Technology education in its turn includes agriculture, engineering,
medical, textile, leather technology and ICT. Madrashas (Arabic for educational
institution), functional parallel to the three major stages, have similar core courses as in
the general stream (primary, secondary and post-secondary) but have additional emphasis
on religious studies.[6]
• Education System in India
In the Beginning
In ancient times, India had the Gurukula system of education in which anyone who
wished to study went to a teacher's (Guru) house and requested to be taught. If accepted
Education Systems of Bangladesh, India and Thailand: A Comparative Stady 39
as a student by the guru, he would then stay at the guru's place and help in all activities at
home. This not only created a strong tie between the teacher and the student, but also
taught the student everything about running a house. The guru taught everything the child
wanted to learn, from Sanskrit to the Holy Scriptures and from Mathematics to
Metaphysics. The student stayed as long as he/she wished or until the guru felt that he/she
had taught everything he could teach. All learning was closely linked to nature and to life,
and not confined to memorizing some information. The modern school system was
brought to India, including the English language, originally by Lord Thomas Babington
Macaulay in the 1830s. The curriculum was confined to “modern” subjects such as
science and mathematics, and subjects like metaphysics and philosophy were considered
unnecessary. Teaching was confined to classrooms and the link with nature was broken,
as also the close relationship between the teacher and the student. Universal and
compulsory education for all children in the age group of 6-14 was a cherished dream of
the government of the Republic of India. This is evident from the fact that it is
incorporated as a directive policy in article 45 of the constitution. But this objective
remains far away even more than half a century later. However, in the recent past, the
government appears to have taken a serious note of this lapse and has made primary
education a Fundamental Right of every Indian citizen. The pressures of economic
growth and the acute scarcity of skilled and trained manpower must certainly have played
a role to make the government take such a step. The expenditure by the Government of
India on school education in recent years comes to around 3% of the GDP, which is
recognized to be very low. [7]
The School System
India is divided into 28 states and 7 so-called “Union Territories”. The states have their
own elected governments while the Union Territories are ruled directly by the
Government of India, with the President of India appointing an administrator for each
Union Territory. As per the constitution of India, school education was originally a state
subject —that is, the states had complete authority on deciding policies and implementing
them. The role of the Government of India (GoI) was limited to coordination and
deciding on the standards of higher education. This was changed with a constitutional
amendment in 1976, so that education now comes in the so-called concurrent list. That is,
school education policies and programs are suggested at the national level by the
Government of India (GOI) though the state governments have a lot of freedom in
implementing programs. Policies are announced at the national level periodically. The
Central Advisory Board of Education (CABE), set up in 1935, continues to play a lead
role in the evolution and monitoring of educational policies and programs. There is a
national organization that plays a key role in developing policies and programs, called the
National Council for Educational Research and Training (NCERT) that prepares a
National Curriculum Framework. Each state has its counterpart called the State Council
for Educational Research and Training (SCERT).The SCERT (s) generally follow
guidelines established by the NCERT. But the states have considerable freedom in
implementing the education system. The National Policy on Education, 1986 and the
Program of Action (POA) 1992 envisaged free and compulsory education of satisfactory
quality for all children below 14 years before the 21st Century. [8]
40 Dr. Alak Kumar Saha
Levels in School System
The school system in India has four levels: lower primary (age 6 to 10), upper primary
(11 and 12), high school (13 to 15) and higher secondary (16 and 17). The lower primary
school is divided into five “standards”, upper primary school into two which is in action
under the secondary education level, high school into three and higher secondary into
two. Students have to learn a common curriculum largely (except for regional changes in
mother tongue) till the end of high school. There is some amount of specialization
possible at the higher secondary level. Students throughout the country have to learn three
languages (namely, English, Hindi and their mother tongue) except in regions where
Hindi is the mother tongue. [9]
Main Streams in School
There are mainly three streams in school education in India. Two of these are coordinated
at the national level, of which one is under the Central Board of Secondary Education
(CBSE) and was originally meant for children of central government employees who are
periodically transferred and may have to move to any place in the country. These schools
follow textbooks written and published by the NCERT. In addition to these governmentrun
schools, a number of private schools in the country follow the CBSE curriculum
though they may use different text books and follow different teaching schedules. They
have a certain amount of freedom in what they teach in lower classes.
The second central scheme is the Indian Certificate of Secondary Education (ICSE). It
seems that this was started as a replacement for the Cambridge School Certificate. All
these are private schools and generally cater to children from wealthy families. Both the
CBSE and the ICSE council conduct their own examinations in schools across the
country that are affiliated to them at the end of 10 years of schooling (after high school)
and again at the end of 12 years (after higher secondary).[10]
Exclusive Schools
In addition to the above, there is a relatively small number of school that follows foreign
curricula such as the Senior Cambridge, though this was largely superseded by the ICSE
stream elsewhere. Some of these schools also offer the students the opportunity to sit for
the ICSE examinations. These are usually very expensive residential schools where some
of the Indians working abroad send their children. They normally have fabulous
infrastructure, low student-teacher ratio and very few students. Many of them have
teachers from abroad. Apart from all of these, there are handful of schools around the
country, such as the Rishi Valley school in Andhra Pradesh, that try to break away from
the normal education system that promotes rote learning and implement innovative
systems such as the Montessori method. [11]
State Schools
Each state in the country has its own Department of Education that runs its own school
system with its own textbooks and evaluation system. As mentioned earlier, the
curriculum, pedagogy and evaluation method are largely decided by the SCERT in the
Education Systems of Bangladesh, India and Thailand: A Comparative Stady 41
state, following the national guidelines prescribed by the NCERT. Each state has three
kinds of schools that follow the state curriculum. These are government schools, private
owned schools and grant-in-aid by the government schools. [12]
After the higher secondary study there is also a higher education provision following the
three streams like General, Medical and Engineering belonging to the undergraduate
program (3 years), masters (2 years) and doctoral (3 years) for general education,
undergraduate program (5 years), post graduate program (3 years) for medical education,
and undergraduate program (4-5 years), masters (2 years) and doctoral (3 years) for
engineering education.
• Education System in Thailand
Primary Education
Education in Thailand is largely a government responsibility provided through the
Ministry of Education as per the directions of the constitution. Two to three years of
kindergarten begins this process, followed by 6 years of primary school. The Thai school
year is from May to March for primary and middle school, while secondary schools begin
one month later. Uniforms are also compulsory during tertiary education. [13] Allocation to
the education sector is 4% of GDP in Thailand. [14]
Middle Education
Three years of middle school follow, where students continue with core subjects
including Thai language, arts and music, math, physical and social science, technology
and foreign languages. From here though, vocational students follow a different path. [15]
Secondary Education
At high school, students who wish to continue academic education move on to elective
courses. Of these, the science and math / English programs are most popular – other
choices include foreign languages and social science. In this way, they are already
preparing for tertiary education that may follow, [16]
Vocational Education
Thai vocational education system is grounded in high school where students may choose
to adopt this more practical form of education. Here they may aspire to two levels of
qualification too. These are a certificate in vocational education, and a higher diploma
that opens to the door to a university degree. After reaching school-leaving age, a Thai
may also enroll for a technical diploma. [17]
Tertiary Education
Both private and public colleges of higher education and universities are regulated by the
Ministry of Education. They offer excellent study programs in arts, medicine, humanities
42 Dr. Alak Kumar Saha
and information technology. However many young Thai citizens still prefer to study
subjects like law and business abroad. The oldest and most prestigious university in
Thailand is Chulalongkorn founded in 1917. It attracts many of the nation’s best students
and enjoys a fine international reputation. [18]
However, the total education system in Thailand is divided into 5 stages like primary is of
2 steps i.e. primary (prothom-elementary) from 6 to 8 years, primary (prothomelementary)
from 9 to 11 years belonging to the same structure with different age groups;
vocational from (dual vocational training-DVT) from 12 to 14 years; secondary
(modhom-secondary) from 15 to 17 years followed by Tertiary education belonging to
the Bachelor degree for 4 years, Bachelor’s pharmacy and agriculture for 5 years,
Bachelor’s doctor of dental surgery, medicine and veterinary medicine for 6 years while
masters degree and doctoral degree for 2 years.
• Structure of Education
The Structures of the Education System of three Countries can be depicted through the
following Charts and Table:
Chart 1: Education Structure in Bangladesh
Source: Ministry of Education, Government of Bangladesh (GOB)
Education Systems of Bangladesh, India and Thailand: A Comparative Stady 43
Chart 2
Education Structure in India
Source: Ministry of Education, Government of India (GOI)
44 Dr. Alak Kumar Saha
Table 1
Education Structure in Thailand
Education School/Level Grade
From
Grade
To
Age
From
Age
To Years Notes
Primary Prathom 1 - 3 -
Elementary School 1 3 6 8 3
Primary
Prathom 4 through
6 - Elementary
School
4 6 9 11 3
Secondary Matthayom 1 - 3 –
Secondary School 4 6 15 17 3
Vocational Dual Vocational
Training (DVT) 14 3
2 year diploma
technician level, 3
year certificate for
skilled workers i.e
age from 12 to 14
years
Tertiary Tertiary
Tertiary Bachelor's degree 4
Tertiary
Bachelor's
Pharmacy &
Architecture
5
Tertiary
Bachelor's -Doctor
of dental surgery,
medicine, and
veterinary medicine
6
Tertiary Master's Degree 2
Tertiary Doctorate Degree
Source: Ministry of Education, Government of Thailand (GOT)
• Other Points of View
Again, as far as the enrolment is concerned the scenarios in this regard can be viewed.
According to the UNESCO Institute of Statistics report Gross Enrolment Rates in
Primary Education of the three countries are shown below:
Education Systems of Bangladesh, India and Thailand: A Comparative Stady 45
Table 2
Gross Enrolment Rates of Primary Education during 2009-2011 (%)
Country 2009 2010 2011
Bangladesh 92 92 114
India 94 94 93
Thailand 96 94 95
Source: The UNESCO-Institute of Statistics: World Development Indicators-Participation
in Education
Table 2 highlights that the trend of gross enrolment rate of primary education in
Bangladesh is increasing and India had the same is fluctuating while the same rate is
found in Thailand.
From a World Bank survey Gross Enrolment Rates of the countries in 2012 are found
different in natures which are mentioned below:
Table 3
Gross Enrolment Rates during 2012 (%)
Country Pre-Primary Primary Secondary Tertiary
Bangladesh 26 114 54 13
India 58 113 69 25
Thailand 112 95 87 51
Source: The World Bank-Working for a World Free of Poverty (wdi.worldbank.org)
From the Table 3 it is seen that the gross enrolment rates decrease from primary through
tertiary in all the three countries. The scenario of Bangladesh is lamentably low at tertiary
level.
In terms of Expenditure per student in Primary, Secondary and Tertiary Education as
percentage of GDP the scenario can be shown here:
Table 4
Expenditure Per Student in Primary Education (% of GDP per capita)
Country 2009 2010 2011 2012
Bangladesh 8.9 10. 10.5 11.
India 7.3 7. 7.1 7.2
Thailand 23.5 19.4 26.4 38.3
Source: The UNESCO-Institute of Statistics: World Development Indicators-Participation in
Education (www.world Bank.org)
Table 4 reveals the fact of better expenditure rate in Thailand.
46 Dr. Alak Kumar Saha
What scenario is prevailing in secondary education can be reviewed here through the
following Table 5:
Table 5
Expenditure Per Student in Secondary Education (% of GDP per capita)
Country 2009 2010 2011
Bangladesh 12.2 14.8 13.9
India 13.00 13.6 13.5
Thailand 8.9 14.8 25.9
Source: The UNESCO-Institute of Statistics: World Development Indicators-Participation in
Education (www.world Bank.org)
From the Table 5 it is seen that the better expenditure rates of secondary education belong
to Thailand compared to the other two countries:
In terms of the Tertiary education the rates could be shown through the Table 6:
Table 6
Expenditure per Student in Tertiary Education (% of GDP per capita)
Country 2009 2010 2011 2012
Bangladesh 28.2 26.5 20.0 22.0
India 74.3 68.7 58.3 53.9
Thailand 21.9 17.00 21.3 19.5
Source: The UNESCO-Institute of Statistics: World Development Indicators-Participation in
Education (www.world Bank.org)
India has got the better position in tertiary expenditure that Table 6 shows despite
considering the decreasing trend.
Again, the same source traces out that out of school children of primary school age
(female) the number of the same was 137350 during 2009 in Thailand and the number of
male ones was 106553 at the same time. 125134 of female children were in Bangladesh
during 2010, while it was 496029 in case of male children during the same period
indicating frustrating female drop out rate in Thailand and the same rate belongs to the
males in Bangladesh during 2009 and 10 respectively .
[ 19]
Education Systems of Bangladesh, India and Thailand: A Comparative Stady 47
In terms of literacy rates the concerned countries can be compared through the following
Chart 3:
Chart 3
Comparative Literacy Rates (%) during 2012
World
Rank Country L.
Rate Graphics
184 Bangladesh 56.8
177 India 61
102 Thailand 92.6
Source: CIA World Factbook
From the above chart it is very clear that Thailand’s position on literacy rate stands much
better as well as highest followed by India. Actually Low levels of literacy, and education
in general, can impede the economic development of a country in the current rapidly
changing, technology-driven world.[20] Unemployment Rates can also be measured
among the three countries and that could certify the effectiveness of education systems.
Here the comparative rates are shown in Chart 4:
Chart 4
Comparative Unemployment Rates (%) during 2012
World Rank Country Rate Graphics
151 Bangladesh 5
93 India 9.8
197 Thailand 0.7
Source: CIA World Factbook
The Chart 4 highlights the better position of Thailand in terms of unemployment rates
followed by Bangladesh, while India is not in suitable position.
Findings of the Study
Having analyzed and interpreted the education systems of Bangladesh, India and
Thailand the following findings have taken place:
1. Adoption of Education System is inserted in the constitution of the countries
concerned ;
48 Dr. Alak Kumar Saha
2. Allocations in Education Sector of GDP are 2.3%, 3% and 4% in Bangladesh,
India and Thailand respectively ;
3. The entry age of primary education is 6 years for all the three countries while the
completion of Higher Secondary education belongs to 16-17 years and Higher
Education journey is started onward ;
4. As per constitution school education is originally a state subject in India while
this one is central government subject in Bangladesh and Thailand ;
5. College Class is considered at the 11th class in Bangladesh and it is considered in
India and Thailand at 13th class i.e. Tertiary stage starts from this class, more
clearly, in Bangladesh a student is termed as the college student after passing the
secondary level, while passing over the higher secondary level a student becomes
considered to be a college student in other two countries ;
6. Primary education stage is divided into two parts in India and Thailand while it is
a single part in Bangladesh ;
7. Education system is based on three major stages (primary-secondary-higher
education) in Bangladesh, Four stages (lower primary-upper primary-secondaryhigher
education) in India and Five stages (primary elementary 1-primary
elementary 2-vocational-secondary-tertiary) in Thailand.
The overall education structures of the countries concerned can be depicted by the
following Table
Table 7
Comparative Education Structure Scenarios
Levels of Education Class & Age Countries
Bangladesh India Thailand
Primary Class 1-5 1-5 Lower
Primary
1-3 Prothom
Elementary
Age 6-10 Yrs 6-10 Yrs 6-8 Yrs
Class 6-7 Upper
Primary
4-6 Prothom
Elementary
Age 11-12 Yrs 9-11 Yrs
Secondary Class 6-8 Lower
Secondary
8-10 High
School
7-9
Vocational
Age 11-13 Yrs 13-15 Yrs 12-14 Yrs
Class 9-10
Secondary
11-12 Higher
Secondary
10-12
Motthayom
Secondary
Age 14-15 Yrs 16-17 Yrs 15-17 Yrs
Class 11-12 Higher
Secondary
Age 16-17 Yrs
Education Systems of Bangladesh, India and Thailand: A Comparative Stady 49
Levels of Education Class & Age Countries
Bangladesh India Thailand
Tertiary
(BachelorPass,Hons,Eng.,Medi)
Class 13-15/16/17 13-15/16/17 13-16/17/18
Age 18-20/21/22
Yrs
18-20/21/22
Yrs
18-21/22/23
Yrs
Tertiary
(MastersPreli,Masters,Post
MBBS/Eng.)
Class 16/17/18-
17/19
16/17/18-
17/18/19/20
17/18/19-
18/19/20
Age 21/22/23-
22/23/24 Yrs
21/22/23-
22/23/24/25
Yrs
22/23/24-
23/24/25 Yrs
Tertiary
(Doctorate)
Class 18-20 18-20 19/20/21-
20/21/22
Source: Chart 1,2 and Table 1
Conclusions and Suggestions
From the overall analyses, interpretations and results, it is observed that each country has
structured their education system according to their own policies based on facilities in
connection with the international standards. Because, no country can reach their targeted
education without maintaining international standards. As a result, it is seen that
education systems are more or less same among the countries with a little bit exception
and the findings of the study corroborate the same idea. Of course internationally
accepted O level and A level education are in action in all these countries. It is in fact; in
some of the stages of education one country gets benefited while other ones get the same
in other stages. Despite of that in terms of the effectiveness of the analyzed points of view
the stand of Thailand and India is somehow better compared to the same of Bangladesh in
terms of literacy rate, gross enrolment rate, allocation to education sector of GDP so far.
Of course, Bangladesh is better off in terms of unemployment rate, primary enrolment
rate, expenditure per student in secondary education of GDP compared to India, while
female children of primary school dropping rate of Bangladesh is less than that of the
Thailand. However, to develop the effectiveness of the education system each country
has a lot of role to play. Thus, the following recommendations can be outlined here to
enrich the education system of the countries concerned for their sustainable
developments:
1. The policy makers of these countries should be more inquisitive in formulating
the education policies considering the practical scenarios prevailing ;
2. Allocations towards the education sector of GDP should get enhanced compared
to the past so that new planning could take place ;
3. Enrolment rate especially in primary and secondary stages needs to be increased
through taking the effective measures especially giving incentives to the students
to reach the target of MDGs by 2015;
50 Dr. Alak Kumar Saha
4. In analyses it is seen that the enrolment rate in tertiary level of the countries are
not propitiatory, hence to improve the situation financial facilities towards the
students could be enhanced as well as upgraded ;
5. Political unrests have to be minimized so that pre-planning could be implemented
in time, because these unrests are seen so far in these countries ;
6. Positive steps to be taken by the Governments to build awareness of the people
towards the education as a result they could contribute more to the economy of
the country ;
7. Public-Private-Partnership (PPP) should be ensured to implement the policies
concerned. In this regard Foreign Direct Investment in terms of education could
be imported to enrich the education along with creating the opportunity for
employments ;
8. By-lateral and Multi-lateral relationships need to be developed to incorporate
and accumulate the better plans and policies between or among these countries,
while Thailand could be a standard in this regard ;
9. No one should not be denied of education due to economic backwardness and
poverty ;
10. Proper attention should be given by the Governments towards the quality of
education in comparison with the quantity ;
11. Pragmatic steps are required to be taken in implementing the policies concerned
along with ensuring transparency and accountability ;
12. Opinion of the educationists/scholars should be given importance to enrich an
education system for the reduction of poverty, because once poverty is reduced,
country will get developed ;
13. E-education system could be introduced in the digitized age of globalization to
expedite the good governance ;
14. To make right to education as a fundamental right for all an adjustable Education
Policy like National Education Policy 2010 of Bangladesh can be followed ;
15. Time to time seminars and symposiums could to be arranged communicating
with the authorities concerned so that outcome of the research could take place
for the development of the countries on the whole.
References
1. M. N. Khan, E. A. Rana, and M. R. Haque, ``Reforming the Education System in Bangladesh:
Reckoning a knowledge-based Society,” World Journal of Education, Vol. 4, No. 4, PP.1-11,
2014.
Education Systems of Bangladesh, India and Thailand: A Comparative Stady 51
2. P. Dutta, ``India’s Education System, It’s Policies and the World Paradigm,” Indiana
University Bloomington, PP. 1-10, December 11, 2007.
3. YiQi. Xin, Educati6n System in Thailand, 2012 [Online] Available: www.thai-farang.com/
educationesystem.htm (May 6, 2012).
4. Ministry of Education, Education System in Bangladesh,2014 [Online] Available:
www.moedu. gov.bd (September 1, 2014].
5. Opcit.
6. Opcit.
7. V.S. Kumar, ``The Education System in India,” The GNU Operating System in India, PP.1-
7, 13 April, 2013.
8. Opcit.
9. Opcit.
10. Opcit.
11. Opcit.
12. Opcit.
13. Ministry of Education, Education System in Thailand, 2014 [Online] Available:
www.moe.got (September 1, 2014).
14. C. Punyasavatsat, Thailand National Education Accounts (TNEA), Thammasat University,
2012.
15. Ministry of Education in Thailand, Opcit.
16. Ibid
17. Ibid
18. Opcit.
19. The UNESCO-Institute of Statistics, World Development Indicators-Participation in
Education, 2012 [Online] Available: www.worldbank.org (2012).
20. CIA World Factbook, World literacy Rates, 2012 [Online] Available:
www.ciaworldfactbook.org (January 1, 2012) [Definition: The entry includes a definition of
literacy and census bureau percentages for the total population, males and females. There are
no universal definitions and standards of literacy. Unless otherwise specified, all rates are
based on the most common definition-the ability to read and write at a specific age].
Note: Opcit (Definition: The entry contains the percent of the labor force that is without jobs.
Substantial underemployment might be noted).
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