English version schools (Bangladesh)

English version schools in Bangladesh are private educational institutions that primarily use English as the medium of instruction, following curricula largely based on or adapted from the British education system, typically leading to O-Level and A-Level examinations. These schools cater mainly to the upper and upper-middle classes of Bangladeshi society and are concentrated in major metropolitan areas such as Dhaka and Chattogram.

Curriculum and Examinations:

The curriculum typically draws heavily from the Cambridge Assessment International Education (CAIE) or Edexcel examination boards. Students usually sit for the General Certificate of Secondary Education (GCSE), commonly referred to as O-Levels, around the age of 16, and the General Certificate of Education Advanced Level (GCE A-Levels) at around the age of 18. Some schools may also offer the International Baccalaureate (IB) program.

Historical Context:

The development of English version schools in Bangladesh can be traced back to the colonial era, with a significant expansion occurring after the country's independence in 1971. The growing demand for an education perceived as preparing students for higher studies abroad and global employment opportunities has fueled their growth.

Key Characteristics:

• Medium of Instruction: English is the primary language of instruction.
• Curriculum: Primarily follows British curricula (CAIE or Edexcel).
• Affordability: Generally more expensive than Bengali medium schools, making them accessible to a limited segment of the population.
• Location: Predominantly located in urban centers.
• Goal: Often geared towards preparing students for higher education in foreign universities.

Criticism and Debate:

English version schools have faced criticism for potentially exacerbating socio-economic inequalities by creating a two-tiered education system. Concerns have also been raised about the potential erosion of Bengali language and culture due to the dominance of English in these institutions. Conversely, proponents argue that these schools provide a higher quality of education and prepare students better for a globalized world. The role of English language proficiency in accessing opportunities is also a key argument in their favor.