In addition to the moral obligation of providing quality education to its youth, Bangladesh is also facing a pressing economic need to do so. The country is currently benefiting from a “demographic dividend,” with a significant working-age population compared to dependents, which offers a window for economic advancement. However, this window is closing due to declining fertility and mortality rates. Without significant education reforms, Bangladesh risks having an inadequately educated workforce in the near future.
A recent report on education reform has the potential to reshape Bangladesh’s future if put into action. Led by Abed Chaudhury and commissioned by the education adviser, the report involved a drafting committee including Mushtaque Khan, Erum Mariam, Sabina Yasmin, Ananta Neelim, and others.
While the report was well-presented, the ensuing discussion mainly focused on topics like curriculum content, teachers’ conditions, and textbooks, rather than grasping the core significance of the report. The lack of prior access to the report may have hindered the attendees from fully appreciating its focus beyond surface-level education matters.
An analogy can help differentiate the essence of the report. If education is likened to a car acquired at the beginning of life’s journey, discussions on curriculum content, class size, and teacher training are akin to scrutinizing the car’s attributes. However, the report primarily delves into how to establish an efficient car manufacturing plant rather than focusing solely on the car’s features.
By adopting a systems analysis approach, the committee identified fundamental flaws in the education system and proposed methods to evaluate and implement reforms effectively. The report highlights the failure of exams to prioritize competency over curriculum coverage, leading to a gap between exam performance and actual skills mastery.
The committee emphasizes the need to shift towards depth and mastery over breadth and coverage in secondary education. Reform implementation may be phased, but certain changes must be swift, especially in improving exam assessments to signal necessary curriculum, teaching, and textbook reforms.
Key principles outlined by the committee include replacing or consolidating existing activities with new initiatives, clarifying responsibilities for system signals, and emphasizing subjects like Bangla language and mathematics in the curriculum. The cognitive and economic advantages of learning additional languages, particularly English, are underscored, despite potential sensitivities around language discussions.
The fate of this transformative report rests on the actions of the upcoming government, civil society, and the public. While challenges persist, there is hope for change, especially considering recent societal mobilizations demonstrating public influence on policy directions.
By Zia Haider Rahman, former international human rights lawyer and head of research at Transparency International Bangladesh (TIB)
