***There is no alternative to education if we want all round progress and improved quality of life of the people.***

UNDERSCORING the need for literacy, since literacy and development go hand in hand. September 8 has been marked as the international literacy day. All over the world, this day is observed in a befitting manner, particularly in the underdeveloped world where the need is more than anywhere else. Keeping in line with the tradition. Bangladesh too observed it yesterday and has already under-taken suitable programme, primarily to create awareness among the masses. This may help attain the government to achieve the target of education for all (EFAJ by the year 2005. This may help to improve the pace of development since the more the people, are educated the better is their quality of life. A . comparison with the developed west or Japan may not serve our purpose, since we may not be able to compete with them, but comparative figures of some Indicators of a few neighbouring countries, as given below, may help us understand the fact.

From the above figure it may now be clear that there is no alternative to education if we mean all round progress and improved quality of fife of the people. But how to do it may be the million dollar question since we lack resources to face the challenging task. The answer to this may be that whatever re-

sources we have, we have to maximise its use and tap the un-harnessed opportunities. This could be possible by political commitment, government support. NGOs' and people's cooperation.

Some of the programmes taken by the government like non-formal education programme, stipend for girl students. education for the exgarment child workers etc. are laudable ones. But much more in needed to be done for which efforts of almost all people would be required and as said before, existing resources — men. money find material — are to be maximised. By this it's meant that the existing educational institutions are to be strengthened since here not much money be needed. For instance. schools/colleges can run double shift or the premises be used in the evening for adult literacy or for the working people. Some of the teachers there could be utilized by giving some extra remuneration or un-em-ployed educated youths could be used for teaching the vast

majority of the un-lettered or half educated people. Similarly, local clubs, and local leaders also at union and village levels can be motivated to form education squads to help proliferate literacy.

One of the most important and effective Institutions that has been ignored or partially

used for education purpose are the mosques which can be organised in line with Maktab based education. Maktab, which is one way or the other is mosque based education, has been in use for centuries where generally children are educated. But all mosques have not been used. There are around 200.000 mosques. Almost all mosques have an in-built system of being equipped with infrastructure and resource persons i.e. there are some form of structures and Imams (the men leading prayers) and muazins (the men responsible for calling azan and helping the Imams) who are normally educated people.

Now let it be presumed that all mosques are not developed evenly and many lack proper facilities particularly the ones in the poor areas. Then at least 50 per cent i.e. nearly 100.000 mosques make good number to bring them under education programme by giving some incentives both to the Imams/muazins and the chil-

dren who would come to learn there. This would be within the Food for education' concept which is already in vogue. If this continued faithfully, and the efforts through other and formal systems are added, it may not be a wonder that by the year 2005. the target of 100 per cent literacy achieved is !