Many countries continue to follow a policy of clustering educational provision by disciplinary stream as developed during the British colonial era. Whether such an approach enables education to fulfill its developmental purpose is still open to debate. Using multiple qualitative tools, this study investigates the impact of clustering education in Bangladesh. The findings suggest that the clustering system favors science graduates, creating an atmosphere of educational disparity. This disparity affects the symbiotic and reciprocal relationship that exists between different levels (i.e., secondary, tertiary) of education. The clustering system further contributes to a larger “horizontal educational mismatch” in the job market. As a consequence, it is argued that, in Bangladesh, the education system fails adequately to support social and economic developments. This article suggests a revision of the prevailing policy to address the constraints.

中文翻译：

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中等教育集群和对科学的关注：对孟加拉国高等教育和就业市场的影响

许多国家继续遵循在英国殖民时代发展起来的按学科流集中提供教育的政策。这种方法是否使教育能够实现其发展目的仍有待商榷。本研究使用多种定性工具，调查了集群教育在孟加拉国的影响。研究结果表明，集群系统有利于理科毕业生，创造了教育差距的氛围。这种差异影响了不同层次（即中学、大学）教育之间的共生和互惠关系。集群系统进一步加剧了就业市场中更大的“横向教育不匹配”。因此，有人认为，在孟加拉国，教育系统未能充分支持社会和经济发展。本文建议对现行政策进行修订以解决这些限制。