The education advisor of the current Interim Government, on his first day in office, expressed a clear intention to gradually revert from the current 2021 curriculum to a previous one, citing its impracticality for nationwide implementation and its limitations in conducting classes and evaluations. By prioritizing human resource development over infrastructural improvements, his initial speech offered a message of hope to many, promising stability and relief from the frequently changing education policies that have caused widespread concern across the country.

The education system in Bangladesh has been in a state of flux for decades, plagued by inconsistencies, inefficiencies, and frequent changes that have left students, educators, and parents alike in a perpetual state of uncertainty. Despite numerous reforms and policy shifts since the country's independence, a cohesive and sustainable education model remains elusive. This essay delves into the historical context of Bangladesh's education system, the persistent challenges it faces, and the urgent need for a permanent and effective solution.

Historical Context of Educational Reforms in Bangladesh

Since its independence in 1971, Bangladesh has witnessed various efforts to overhaul its education system. One of the most significant initiatives was the establishment of the National Education Commission in 1972, led by the eminent educationist and scientist Dr. Kudrat-e-Khuda. The Commission aimed to create a science-minded and realistic education system that would serve the needs of an independent nation. However, the recommendations made by the Commission in May 1974 were never fully implemented due to political instability and subsequent government changes.

The mid-1970s saw a shift in focus away from the educational reforms proposed by Dr. Kudrat-e-Khuda's Commission, and the bureaucrat-oriented, job-friendly education system persisted. During the 1980s, a peculiar trend emerged where cheating in exams became rampant, undermining the integrity of the education system. Despite the introduction of a democratic system of government in 1991, which led to the proliferation of private, commercial, and English-medium education, the system continued to prioritize results and market demands over quality education.

The Shift Toward a Result-Oriented Education System

The early 1990s marked the beginning of a shift toward a result-oriented education system in Bangladesh. In 1992, a specific question bank was introduced for the SSC examinations, covering 50 marks instead of the previous 100 marks per subject (excluding mathematics). This move encouraged rote memorization rather than genuine learning and knowledge acquisition. Over time, the emphasis on achieving high grades, such as A+, GPA 5, Golden 5, became the primary goal of students, teachers, and parents alike. This shift in focus led to a decline in the quality of education, as teachers were pressured to ensure students received good grades, sometimes by inflating marks rather than through effective teaching. Consequently, the number of students achieving top grades increased dramatically, but their performance in competitive exams and higher education often failed to reflect their apparent academic success.

The Impact on Higher Education

The consequences of this result-oriented education system have been particularly evident in higher education. Many students who perform well in SSC and HSC exams struggle to maintain the same level of performance at the university level. This is partly due to the urban-rural disparity in education facilities, where urban students often have better access to resources and teachers but fail to sustain their academic success in higher education. Moreover, the recruitment policies for university teachers have also been compromised. In some cases, political considerations have led to the appointment of underqualified individuals as university teachers. This has further eroded the quality of higher education and contributed to a brain drain, where talented individuals prefer to pursue careers in government services, particularly through the BCS exam, rather than in academia.

The Bureaucratization of the Education System

The increasing bureaucratization of the education system has also contributed to its decline. The government's reliance on bureaucrats for decision-making has marginalized the role of educators and education experts. This trend has led to a situation where teachers, especially those in higher education, are often overshadowed by bureaucrats in terms of influence and privileges. The lack of adequate support and recognition for teachers has further demoralized the profession, leading to a decline in the quality of education they can provide.

The Crisis in Primary and Secondary Education

While higher education faces significant challenges, the situation in primary and secondary education is even more dire. The slow rate of promotion for college teachers, coupled with the poor working conditions (including salaries) for secondary and primary teachers, has created an environment where quality education is almost impossible to achieve. The widespread issues of corruption, such as the leaking of exam questions and the buying and selling of jobs and transfers, have further undermined the integrity of the education system.

Campus Security and the Role of Student Politics

Another critical issue in the education system is the lack of security on campuses. Student politics, once a platform for social change, has become a source of violence and unrest in universities. The rise in sexual violence and the frequent clashes between student groups have made campuses unsafe, particularly for female students. The lack of accountability and the absence of a fair judicial process for victims of violence and harassment have exacerbated this crisis, leaving many students feeling vulnerable and unprotected.

The Legacy of Session Jams

The issue of session jams, or delays in the academic calendar, has been a persistent problem in public universities since the military regime of Ershad in the 1980s. Despite recent efforts by major universities to address this issue, the lack of accountability among teachers and the impact of the Covid-19 pandemic have compounded the problem. As a result, many students are opting for private universities, where they can avoid the disruptions caused by session jams, provided they have the financial means.

The Urban-Rural Divide in Education

The urban-rural divide in education is another significant challenge that needs to be addressed. Rural areas often suffer from a lack of resources, fewer teachers, and inadequate facilities, leading to poorer educational outcomes compared to urban areas. However, when rural students manage to overcome these challenges and reach higher education, they often outperform their urban counterparts. This disparity highlights the need for a more equitable distribution of educational resources and opportunities across the country.

The Role of Madrasa Education

Madrasa education, which serves millions of students across Bangladesh, remains largely disconnected from the mainstream education system. This separation has led to a situation where Madrasa graduates are often excluded from social and developmental activities, and their contributions to society are undervalued. Integrating Madrasa education into the broader educational framework is essential for creating a more inclusive and cohesive society.

The Need for a Radical Overhaul

Given the myriad challenges facing the education system in Bangladesh, a radical overhaul is necessary to create a system that is realistic, science-based, and uniform. The current system, which perpetuates inequalities between urban and rural areas, male and female students, and public and private institutions, is unsustainable. It creates more unemployment than employment and fosters a generation of youth disconnected from their cultural roots and susceptible to radicalization.

A permanent solution to the ongoing crisis in the education system must address these fundamental issues. The new interim government has the opportunity to implement a comprehensive and sustainable education reform that prioritizes quality education, equity, and inclusivity. This reform should be guided by the basic principles of the liberation war (equality, justice, religious pluralism, democracy, etc.), with a focus on creating a generation of citizens who are not only well-educated but also committed to the development and prosperity of the nation.

Conclusion

The crisis in Bangladesh's education system is multifaceted and deeply entrenched. It is a crisis that affects not only the quality of education but also the very fabric of society. The challenges are numerous, from the urban-rural divide and the bureaucratization of education to the impact of student politics and the exclusion of Madrasa education from the mainstream. However, these challenges are not insurmountable. With the right policies and a commitment to long-term reform, it is possible to create an education system that is equitable, inclusive, and capable of producing a generation of citizens who are not only academically proficient but also socially responsible. The demand for a permanent solution to the continuing crisis in the education system is not just a matter of policy-it is a demand of the time. The new interim government has the responsibility and the opportunity to make this a reality, and in doing so, they can lay the foundation for a prosperous and equitable future for Bangladesh.

Author: Professor and Former Chairman, Department of Anthropology, University of Chittagong. Email: alactg@gmail.com