The Logic of Guardians’ Choice of Pre-primary Education in Bangladesh: The Influence of Expectations for School Education and Views of Child-rearin

<p>  This study clarifies the logic of guardians’ choice of pre-primary education in Bangladesh, focusing on the influence of expectations for school education and views of child-rearing. In this study, “guardian” means mother or grandmother who cares for the child. “Expectations for school education” means the recognition that school education is a necessary and important determinant of children’s future. </p><p>  Early childhood care and education (ECCE) is now seen as an important field in the world because it may contribute to reduce poverty and achieve universal primary education. Efforts are being made in education policy to try to expand pre-primary education as part of ECCE. Previous studies examine the way to expand pre-primary education, but little research has been done about parents’ active choice. It is necessary to understand from the beneficiary’s perspective how pre-primary education is expanded because ECCE has a strong connection with child-rearing and the view of children in each country. Therefore, this study focuses on guardians’ choice of pre-primary education. Recently, the Bangladesh government rapidly instituted some policies governing pre-primary education. The most noteworthy work is that the government introduced pre-primary education to the formal education system as a one year program for five-year-old children in 2010. Since then, most public primary schools (GPS) have introduced free pre-primary classes. As a result, the net enrollment rate has increased notably from 10.9% (2008) to 40.4% (2013). </p><p>  Pre-primary education is, however, not compulsory education. Therefore, guardians can make decisions as to whether or not they send children to pre-primary education. Should they decide to send their children, they may choose one of a number of pre-primary schools. Nath (2006) and CAMPE (2014) revealed that parents think a five-year-old child is too young to go to school. In this respect, it estimates that pre-primary education has some conflict with their view of child-rearing. On the other hand, it is said that Bangladesh has entered “the era of education”. People have strong expectations for school education even if they live in rural areas or are poor. In this sense, pre-primary education expands parental expectations of school education for young children. </p><p>  In light of the above, this study focuses on the negotiation between guardians’ expectations for school education and their views of child-rearing in order to clarify the logic of guardians’ choice of pre-primary education; to send children or not, and school choice. Fieldwork was carried out twice in Saidpur Tana in 2015. Interviews were conducted among twenty-nine guardians (mothers) who have children aged three to six and send them to pre-primary education, and forty-one guardians (thirty-eight mothers and three grandmothers) who have children aged five to six but do not send them. </p><p>  Before focusing on case studies, Section 1 provides this study’s framework for analysis. The view of “allo-mothering” is quoted in this framework. According to the view of allo-mothering, this study defines “the view of child-rearing” as the relationship among three factors; guardians’ perception of their role, their perception of children’s abilities or childhood, and their perception of the school environment. Expectations for school education are then contrasted to respective views of child-rearing. </p><p>  In Section 2, this study shows the situation of mothers and children within the social cultural context of Bangladesh. Bangladesh society has a strong norm that mothers have a responsibility for child-rearing. Within “the era of education”, if parents have even just a little money to spare, they want to send their children to private schools rather than free public schools because they believe private schools are better. (View PDF for the rest of the abstract.)</p>