Behind spectacular PSC, JSC results

This is perhaps for the first time the examinees of village schools have fared better than their counterparts in cities in any public examinations. Not a single examinee appearing from 17 upazilas failed in the Primary School Certificate (PSC) exam. Then examinees of equivalent Madrasha education from 105 upazilas earned the same distinction. What is particularly significant is that the pass rates for village examinees of both the PSC and the Junior School Certificate (JSC) exams in several rural areas not only correspond to the national average but also exceed the benchmark set this year. 
The PSC examinees have recorded a fabulous pass rate of 98.51 per cent but in many areas outside the capital or cities, the percentage of pass has been 99 plus. Similar is the case for JSC results. Only in the number of the highest score achievers, village schools may have trailed the city schools. But still the gap in this area too has reduced significantly. 
Now, is this the beginning of decentralisation of quality education in the country? It is too early to take such a long view. But still it is the best thing to have happened in the history of the country's education sector. True, making new books available to school students on the first day of the year has lent a Midas Touch to pursuit of education at the primary and junior levels. Then, as educationists argue, training for teachers has complemented the effort. Also parents and guardians are more attentive to their wards' education now. 
While these facts are recognised, the subtlety involved in the whole process needs to be highlighted in a realistic manner. Quite a good number of graduate and even post-graduate teachers have joined the rank of primary and secondary schools as teachers. They could not either had a better option or found the salary not very poor when compared to other clerical or low-grade jobs. Certainly they are good enough to teach students at the primary and junior levels. But the same cannot be said about teachers undertaking the responsibility of students of the Secondary School Certificate exam. Their weakness is woefully exposed. After all, such teachers are not the best crop to have found teaching appealing enough. 
Now the primary and junior students have broken the barrier, the need is to enable similar educational environment for students of class IX and X. Then the good work has to be extended up to class XI and XII. This is possible, though, if only teaching is made more attractive for better candidates. When the primary education extends up to class VIII and schools have provision for teaching up to class XII, the teaching staff can be armed with more qualified teachers capable of teaching science subjects and English- in which village students are found generally weak -well, in exchange for better emolument. 
The downside of the prevailing education system is its extensive coaching outside class rooms. Enviably high score does not mean students are learning their subjects. They are in most cases the proverbial parrot learning the trick of reproducing what they are taught to memorise. This is far from the main objective of learning. The new generation of teachers ought to be trained to bring out the originality within students so that they can comprehend subjects well and make their own interpretations. This indeed is at the root of education at its best. The ministry of education and all others involved with the process should work towards achieving this objective.