Dr Manzoor Ahmed, Emeritus Professor at Brac University and convener of the Primary Education Consultant Committee, expressed support for subject division at the eleventh grade rather than the ninth grade.
To eliminate disparities and enhance the quality of education, an "Education Commission" should be established, he said.
Speaking at a policy brief event titled "Continuous Transformation in Education to Eliminate Disparities: Context of Bangladesh," organized by the Campaign for Popular Literacy on Wednesday at the Sirdap auditorium in the capital, he made these comments.
The policy brief was presented on behalf of the private education sector.
On September 30, the current government formed a nine-member consultant committee for education reform, appointing Dr Manzoor Ahmed as its convener.
He spoke about educational reforms during the event.
In response to journalists' questions, Professor Dr Manzoor Ahmed noted that the decision for subject division (Science, Commerce, Arts) was made from the ninth grade. Other countries have moved away from dividing subjects at such a young age (ninth-tenth grades), and he believes it is inappropriate for Bangladesh as well; this should occur starting from the eleventh grade.
He questioned the abrupt change, stating: “How did this happen? Why did it change? It seems we have reverted to an earlier state. Such blanket decisions are not appropriate; they should be made with careful consideration. We need a process in place—let there be a commission, let discussions begin, and let there be a procedure for decision-making that provides recommendations for the medium and long term. Though we don't have it now, it is essential.”
When asked whether the commission would be permanent, Dr Manzoor Ahmed said: “We can decide whether it should be permanent after forming a commission. The 2010 education policy included a provision for permanency, but the previous government did not pursue it. Now it is necessary to make it permanent. What is established now can be made permanent, but it will require a political decision. We need to work with the mindset that this will be formalized through Parliament or another means.”
Dr Erum Mariam, managing director of the Institute of Education and Research at Brac University and a member of the Primary Education Consultant Committee, emphasized the importance of play for children’s development.
She advised understanding children’s mental states, noting that learning cannot happen well if a child is not mentally well. She insisted on recognizing the significant role of mental health from pre-primary to higher education and the need for preparedness in this regard, as there is a relationship between learning and mental well-being.
She mentioned that many students involved in movements have feelings that need to be identified and addressed.
Commenting on the issue that "curricula are created but not implemented," Dr Mariam mentioned that since 2013, pre-primary education has been implemented. The two-year pre-primary program is set to pilot in 3,000 schools in 2024 and expands to 5,000 schools in 2025.
The opening speech at the event was delivered by Rasheda K Chowdhury, Executive Director of the Campaign for Popular Literacy and former advisor to the caretaker government.
She stated: "We have repeatedly said that we cannot make progress without reforming the educational structure. Students, as significant stakeholders, must be considered, along with teachers and parents, when structuring education. We must consider reality to ensure a continuous transformation. Our hope is to prevent the deepening of existing disparities. Not all disparities will be resolved overnight, such as those between urban and rural areas, or between the rich and the poor."
“However, we must be able to move toward reducing disparities.”
Rasheda K Chowdhury stressed that the reform framework should be free of disparities.
“We are compelled to state that education has not been prioritized; it has been sidelined due to economic and political reasons,” she added.
Rasheda K Chowdhury also mentioned that the proposals and recommendations presented at the event would be submitted to the ministry and student groups opposing disparities.
Written statement outlines the context of educational transformation
In a written statement outlining the context of educational transformation, it was noted that countries worldwide are striving to fundamentally change their education systems.
Educational transformation is no longer just about curriculum or printing new textbooks; it involves a comprehensive transformation process that aligns teaching-learning methods with the preparation of teaching-learning materials, assessment processes, and planned changes in curriculum implementation across all levels of education.
It is crucial to establish a continuous education framework from pre-primary to higher education, ensuring coherence across all educational levels.
In the recommendations regarding educational administration, management, and investment, it was emphasized that leadership should come from a single ministry instead of two to ensure integrated needs are met. A national education transformation commission should be established based on global experience and research outcomes, with the involvement of experts; foreign advisors can be consulted if necessary.
Without quality teachers, no educational development will be sustainable. Therefore, an integrated national teacher development framework is required to facilitate the preparation, recruitment, promotion, empowerment, salary structure, and quality control of the teaching profession.
There is considerable concern about the quality of teachers in Bangladesh. Consequently, many teachers are unprepared to implement any curriculum transformation. Therefore, year-round hybrid training programs must be organized.
Additionally, it is essential to enhance the social status and salaries of teachers, as their motivation is crucial for the successful implementation of any educational reform.
Regarding reforms, it was pointed out that none of the discussed reforms can be properly implemented without increased investment in education. To make educational transformation or reform sustainable, at least 4% of GDP must be invested.
The written statement also highlighted that the specialized division of subjects starting from the ninth grade is creating disparities in education and society in Bangladesh. A major area of disparity in the education system is science education. Acquiring fundamental concepts in science is essential for all students, as individuals learn science not only to become scientists or professionals in scientific fields but also to achieve scientific literacy for everyday needs.
Following a scientific approach and adhering to specific steps paves the way for creating innovative individuals, it added further.
Further recommendations for educational reform
As a preliminary step toward transforming higher education institutions in Bangladesh, it is necessary to change the admission examination process. Instead of rote memorization-based written exams, entrance should be ensured through aptitude tests based on students' interests and capabilities.
Additionally, it is time to introduce research-based, application-oriented, problem-solving interdisciplinary micro-credential courses instead of traditional content-based courses.
It is crucial to ensure that the quality of education in colleges affiliated with the National University aligns with labor market demands.
The University Grants Commission (UGC) needs restructuring to adequately perform monitoring, research and development, and to formulate market-based degrees or courses.
