Instead of administering the Primary Education Completion Examination or similar tests, each school will be evaluated on a green–yellow–red scale based on a basic skills survey modelled on the National Student Assessment (NSA) but designed for easy implementation.
The headmaster and the Upazila Primary Education Authority will be responsible for ensuring that each school meets the “green” standard. In addition, the learning progress of every child will be verified through continuous and annual evaluations of both students and schools.
Dr Manzoor Ahmed, emeritus professor at Brac University and convener of the Primary Education Consultant Committee, presented these recommendations at a press conference organized by the Ministry of Primary and Mass Education at the Foreign Service Academy in the capital on Monday after the submission of the report.
Dr Ahmed explained that the recommendations were formulated by identifying eight main issues:
- Teaching, learning, and student assessment
- Teachers and education workers
- Accessibility, inclusion, and the elimination of discrimination
- Pre-primary education and child development
- Non-formal education and out-of-school children
- Education governance and management
- Cross-cutting issues across sectors
- Reform implementation, financing, and next steps
Members of the advisory committee were also present at the meeting. This nine-member committee made a total of 14 recommendations to improve the quality of primary education in the country. Dr. Ahmed further noted that the plan was developed after consulting various stakeholders and conducting field visits to 12 upazilas in 11 districts, including remote areas. The recommendations have been divided into short-, medium-, and long-term tasks.
Removing the ‘assistant teacher’ post
The Consultation Committee has recommended abolishing the post of assistant teacher in both government and private primary schools. According to the recommendation, careers in primary schools should begin with the title “teacher,” with a promotion later to “senior teacher.”
Primary and Mass Education Ministry Adviser Professor Bidhan Ranjan Roy Poddar explained at a briefing that specific immediate steps have been recommended regarding the professional status, promotion, and advancement of teachers and field-level education workers.
Professor Poddar added that if teachers agree with the committee’s recommendations concerning salaries and promotions, these changes will be implemented. In the long term, the committee also recommended establishing a separate status and a higher salary structure for schoolteachers, including primary teachers, while taking immediate initiatives toward this goal.
Single-shift Schools and extended class duration
At the press briefing, Dr Manzoor Ahmed read a written statement outlining selected recommendations, including converting primary schools to a single shift and scheduling 75-minute classes for Bengali and mathematics. Currently, both government and private primary schools operate in two shifts. The committee recommends converting these schools to a single shift as soon as possible.
The recommendation emphasizes that the primary goal of education should be for children to acquire basic skills in Bengali and mathematics. Bengali is not merely a subject—it is the key to accessing all other subjects—while a lack of basic mathematical skills will hinder students’ overall learning. To address this, 60 to 75 minutes of daily teaching time should be allocated to these two subjects. Moreover, by replacing the two-shift system with a single shift, schools can maximize learning time. The recommended teacher-to-student ratio is 1:30, meaning one teacher for every 30 students.
Special initiatives for the disadvantaged
The committee also recommended targeted initiatives for disadvantaged laborers, persons with disabilities, and children with special needs. Specific steps were proposed to promote gender equity, address climate change, and increase educational opportunities for children in remote areas and for those from various ethnic groups, including communities in the Chittagong Hill Tracts. Furthermore, an effective model to address the needs of out-of-school and dropout children should be developed under the leadership of the Non-Formal Education Bureau, with support from established and skilled NGOs.
To achieve true decentralization of education governance and management, the committee suggested launching pilot projects under the Fifth Primary Education Development Program in 20 upazilas across ten districts. Additionally, recommendations were made for creating a comprehensive school education sector plan—from universal pre-primary to higher secondary education—and for establishing a permanent education commission.
Dr Manzoor Ahmed said: “There is no easy magic solution for education reform. The government needs to make swift decisions on the recommendations and adopt a time-bound, integrated implementation action plan. The Fifth Primary Education Development Program and the government’s annual budget will serve as the primary vehicles for implementing these recommendations.”