Education is at the core of the evolution of human civilization. Like other countries, Bangladesh's present national education system carries on the legacy of the past.

If we review the history of the national education system after 52 years of victory, we find that along with government efforts, private initiatives have played an essential role in establishing, managing, and financing educational institutions.

That trend of establishing educational institutions remains today. As a result, the management of secondary education in Bangladesh is divided into many categories.

In our country, the government has always been liberal in setting up privately owned secondary educational institutions. Due to this liberal policy, many privately owned secondary educational institutions have been established in Bangladesh since independence.

No doubt, the contribution of these private initiatives to expanding secondary education is immense. There are many private institutions whose teaching-learning qualities are no less than those of government institutions.

However, it is also necessary to consider the reverse picture of this success. Some institutions are established for different purposes. These institutions are used as a shield for ulterior motives and are at the centre of various malpractices and corruption. Occasionally, a few reports about these are published in the media; those are the 'tip of the iceberg'. Many institutions commit malpractices behind the scenes.

Since these institutions are not allocated funds from the revenue budget, they have less government supervision. These educational institutions are commonly seen in the capital city, upazila, and union levels.

Many collect donations from expats living abroad to establish educational institutions in rural areas. Then, they 'sell' this non-profit identity as the founder of an educational institution in various for-profit places, make appointments with influential people, increase their leverage, etc.

The village is a suitable place to do these because the citizens' watchdog role and the administration's supervision are weaker in rural areas.

All these institutions advertise themselves in the same way. Many institutions run admission campaigns on social media through their teachers and students.

We are familiar with the styles and language these educational institutions use, for example, 'experienced teachers'. That is probably the most widely used phrase for privately owned secondary educational institutions.

The truth is that most institutions recruit teachers from their own families and acquaintances. Besides, young students who have just graduated or are waiting for results teach at these institutions.

When admitting students, they declare that no student must take private tuition. The reality is that during a lesson in the classroom, the students know that the person standing before them is not a by-choice teacher but just someone looking for a job elsewhere.

Furthermore, there is uncertainty about whether this teacher will be here next month. So, the students are forced to take private tuition with teachers from other educational institutions. Parents are also forced to spend extra money to secure their children's results.

The parents do not ask for any accountability from these educational institutions. Because starting with the reservation of seats beside a good student in a public examination, many facilities are under the control of the educational institution.

Many institutions talk about teaching students creatively and conducting regular exams. As for regular exams, it only requires a little creativity to take regular exams. Our country's privately owned secondary educational institutions compete to see who can take more exams! Students do not have to learn in this race-they memorise the topics to secure good scores.

As for teaching students creatively, there is a dilemma even among the teachers of mainstream educational institutions regarding the creative method. With the help of NCTB, SESIP provides TQI training to secondary-level teachers. This training is mainly available to government and MPO-affiliated secondary teachers.

One of the artifice arrangements for the privately owned secondary educational institution in the village is the 'master role', or, in simple words, a part-time teacher. Who will be a part-time teacher if no one wants to be a full-time teacher in such an institution?

The truth is that there are many! Every year, many students wait for the results after their honours examination, and during that interval, they want to teach for a while. The reasons are many-add a teacher tag to their name, prepare for future job tests, the fascination with students, financial solvency, etc.

Hence, these part-timers indulge in all sorts of misdeeds, including supplying 'copies' to centres during public exams. Many of them lack self-esteem as teachers and are goaded by guardians' flattery and hospitality. Sometimes, this prohibited act in the exam centre is a 'thrill' for them, and they have nothing to lose if caught.

They do not have a permanent job from which they will be fired. The maximum that will happen is that they will be expelled from the exam centre. Even then, the expelled teacher came to the exam centre for one day only-for her/his subject. Another 'master role' can always come for the next day's exam.

Although it is said that privately owned secondary educational institutions take special care of the JSC, SSC, and HSC candidates, the truth is that during public exams, special care is taken mainly of the teachers-especially the Mathematics and English teachers.

That is because qualified and skilled teachers of Mathematics or English only sometimes continue in privately owned educational institutions. So, these institutions are in trouble when it comes to public examinations.

There are different types of privately owned secondary educational institutions owned by individuals and groups in our country. The government has only limited authority over them. With a liberal administration in the education sector, privately owned secondary educational institutions have sprung up in different corners of the country.

As soon as Jun-Jul or Nov-Dec come, the country's various markets, junctions, and residential areas are covered with advertisements for privately owned secondary educational institutions. Indeed, it is time to consider whether these educational institutions are a resource for the state or not.

The Fourth Industrial Revolution (4IR) era has begun around the world. The basis of this revolution is knowledge. The plans we have adopted to prepare our next generation for 4IR need to be redesigned in the context of the 'new normal'.

For this, we require strict educational management and trustworthy educational institutions. In this glorious moment of celebrating 52nd Victory Day, we hope the state will be more aware and farsighted in providing freedom of establishment, management, and financing to privately owned secondary educational institutions.

Nazrul Islam is an ex-vice principal of a collegiate school and an MPhil researcher (education) at the School of Education of the Bangladesh Open University. You can reach him at nazrulislam.researcher@gmail.com or on Twitter at @writerNIR.