The alarming rise in student suicide rates in Bangladesh calls for immediate attention and decisive action. Tackling this issue necessitates a reevaluation of how we handle student information.
I propose that treating the academic results of educational institutions in Bangladesh as "personal" information, shielded from public disclosure, could cultivate a more supportive environment for students. The term "personal" implies that a student's academic results remain confidential unless explicitly permitted otherwise -- a practice prevalent in developed countries and some private universities in Bangladesh. Unfortunately, public universities in Bangladesh lack such regard for individuals' personal information.
This article delves into existing US laws designed to safeguard student rights, with the aspiration that similar measures could reform the public university system in Bangladesh. Drawing from my experience as an assistant professor in a US university, I can attest to the stringent privacy measures in place.
Access to students' results is limited to the department chair and faculty, ensuring that this sensitive information remains confidential. Transferring results via email is strictly prohibited to uphold personal rights.
Implementing a comparable framework in Bangladesh could alleviate the academic pressure faced by students. Prioritizing mental health is paramount, requiring more than mere recommendations.
It is imperative to address why young students contemplate suicide due to academic challenges -- a concern that surpasses disappointment from personal disinterest and transcends the fear of "insult/bullying." Parents, teachers, and society as a whole contribute to this fear, necessitating robust policy interventions to instigate cultural change.
Reflecting on my university life in Dhaka -- where departmental results were publicly displayed -- underscores the need for a shift in institutional practices. Every single result of students is prominently published on the department wall in Bangladeshi public universities.
Emphasizing policies over individual behaviours is crucial, recognizing that institutional changes can drive broader cultural transformation. Those consistently probing into others' academic achievements or financial details may witness changes through institutional reforms.
Additionally, educators need to adhere to professional etiquette, particularly in their training programs. Faculty members should be well-versed in professional conduct.
These two main legal frameworks in US schools protect students' information. I advocate for similar legislation in Bangladesh.
- Family Educational Rights and Privacy Act (FERPA)
My teaching training extensively covered FERPA, a federal law that safeguards student education records' privacy. Applicable to all educational institutions receiving US Department of Education funding, FERPA grants parents specific rights regarding their children's education records, which transfer to the student upon reaching 18 years or attending post-high school education.
In essence, teachers are legally obligated to treat students' results as private information, with non-compliance risking severe consequences, including job termination and legal action. Rigorous training ensures that even email communication avoids inadvertent disclosure of students' information.
2. Title IX and Sex Discrimination
Another crucial aspect post-training concerns Title IX, addressing sex discrimination in educational programs receiving federal financial assistance. This law prohibits exclusion or discrimination based on sex, offering protection against bias for both students and educators. This legal framework empowers teachers to seek assistance if they perceive or experience discrimination.
These US laws compel universities to enact measures protecting students' rights. Drawing parallels to Bangladesh, I stress the need for institutional decisions to drive change. Policymaking will serve as the catalyst for the cultural transformation required to build a more supportive educational environment.
In implementing laws akin to FERPA and Title IX in Bangladesh, a nuanced approach is essential. The legislative framework should prioritize the confidentiality of academic results, treating them as "personal" information to be safeguarded from public disclosure. Emphasizing the autonomy of students over their educational records, the laws should grant explicit permission requirements for sharing such information.
Additionally, provisions must be in place to prevent any form of discrimination, fostering an inclusive environment free from bias based on gender or other factors. Robust training programs should be instituted for educators, ensuring adherence to these legal mandates and promoting a culture of professional respect.
The ultimate goal is to create a secure educational atmosphere that prioritizes students' mental well-being and minimizes academic pressures, contributing to a broader cultural shift in Bangladesh's academic landscape.
Dr Aparna Howlader is Assistant Professor of Economics , Chatham University, Pittsburgh, USA.
