A committee tasked with advising the government has suggested streamlining Secondary School Certificate (SSC) exams to include only five core subjects—Bangla, English, mathematics, science, and social science—while recommending the elimination of Primary School Certificate (PSC) and Junior School Certificate (JSC) exams for classes 5 and 8.
Additionally, the committee proposed implementing universal secondary education up to class 12, consolidating the school system under a single authority, and enshrining education as a fundamental right through the enactment of an Education Rights Act.
These recommendations were detailed in a preliminary report put together by the Consultation Committee for the Enhancement of Secondary Education, spearheaded by Emeritus Professor Manzoor Ahmed. The draft report was submitted to Education Adviser CR Abrar by the 10-member committee, with Md Mahboob Morshed, an associate professor at Dhaka University’s Institute of Education and Research, outlining the suggestions.
Morshed emphasized the need for public exams to emphasize core competencies rather than covering all subjects. He proposed excluding subjects like ICT, religion, physical education, and the arts from written public exams, suggesting that schools assess these areas through practical evaluations to alleviate the academic stress faced by students.
The committee argued that reducing the number of subjects in public exams would help alleviate unnecessary pressure on students, allowing them to focus on strengthening foundational skills in language and mathematics.
Furthermore, the report recommended the permanent abolition of PSC and JSC exams in classes 5 and 8, criticizing the reintroduction of the Junior Scholarship Examination as unnecessary. It also proposed extending universal education up to class 12, defining classes 6 to 12 as the secondary level, and placing the entire school system under a unified ministry or authority.
In terms of curriculum, the committee suggested maintaining an undivided curriculum up to class 10 and delaying the stream split to class 11, deeming the current split at class 9 as ill-considered. The committee also recommended amending the constitution to recognize education as a fundamental right and introducing an Education Rights Act to empower citizens to take legal action if quality education is not provided by the state.
The committee’s recommendations were informed by a field assessment that revealed significant learning gaps among students. A study of 437 students from diverse school settings highlighted deficiencies in subjects like mathematics and English, with many students failing to meet passing standards.
Regarding the academic calendar, the committee proposed transitioning from a January–December cycle to a September–June academic year to mitigate monsoon disruptions during the long vacation in July and August. It also suggested revising the class duration structure to allow for longer instructional sessions, particularly in mathematics and science.
On governance, the committee recommended excluding political figures from serving as School Management Committee (SMC) presidents, advocating for individuals with at least a university degree, such as genuine guardians and local educationists, to hold these positions to minimize political interference and irregularities. The committee also proposed the establishment of a separate Directorate of Secondary Education to oversee classes 6 to 12, along with the creation of a Secondary Education Taskforce and a permanent Education Commission to safeguard educational reforms from political influence.
In terms of teacher recruitment, the committee proposed the formation of a National Teaching Service Corps modeled after the civil service. This initiative would involve recruiting meritorious students into a four-year integrated education honors program post-Higher Secondary Certificate, with graduates joining the corps with benefits and status comparable to civil service positions, and serving a minimum of five years in designated institutions, especially in rural areas.
Education Adviser Prof CR Abrar assured that the ministry would evaluate the recommendations for potential policy and legal implementation, urging political parties to actively participate in structural and institutional reforms beyond budget allocations.
