Successive governments, including the current interim one led by Nobel Laureate Prof Yunus, have consistently ignored the education sector, leaving discriminations intact among rich-poor institutions, many children suffering from poor facilities, and a gap between the job market demand and students’ qualifications widening.

Mega projects are needed in the sector for bringing accountability to teaching processes and for teachers, for developing needs-based manpower, for harmonising education standards among richly- and poorly-equipped institutions, addressing unwarranted skill gaps in students from poor and rural areas, and for enhancing the overall educational qualities.

Coming to discriminations among different institutions, the pre-primary schools are largely private-controlled and lacking government oversight. Due to the growing population, the number of pre-primary schools is increasing; however, the government lacks a clear understanding of the structure, environment, quality of education, and management systems of these schools.

Due to the growing population, the number of pre-primary schools is increasing, but many of these schools fail to provide an environment conducive to quality education. Children begin their educational journey in small, overcrowded classrooms lacking proper ventilation, play areas, and basic infrastructure. Such unhealthy and constrained environments create a negative learning experience for young students.

Bangladesh's primary education system is highly diverse, encompassing government schools, private institutions, madrasas, NGO-run schools, and Qawmi madrasas. While this diversity offers choices, it also has drawbacks. Primary education, which requires the most attention and resources, often suffers from inadequate facilities. Teachers' salaries in Bangladesh, from pre-primary to tertiary levels, remain significantly lower than in other countries.

Similarly, the secondary education system includes government schools, private institutions, madrasas, and cadet colleges. Cadet colleges, established as elite institutions, receive disproportionately high government funding. This creates structural inequality in the education system, as the government has unintentionally or deliberately fostered a divisive framework. In an equitable society, the government must ensure equal opportunities and resources for all educational institutions, regardless of type or medium, so that all students acquire the same quality of knowledge and skills.

To address these disparities, the government must ensure that all educational institutions provide equal opportunities and that students from all backgrounds achieve the same level of competence. If there are gaps in knowledge and skills, institutions should be held accountable, and the causes of these shortcomings identified. Necessary steps and support should be provided to eliminate these deficiencies and establish equity in the education system.

One of the biggest weaknesses in Bangladesh's education system is that no government has prioritized education. While previous governments initiated various infrastructure megaprojects, none have undertaken any major education projects. Even the interim government has not shown significant interest. Despite forming several reform commissions, no commission has been created for education. This indicates a lack of importance given to education, reflected in the absence of proper policies and insufficient budget allocation.

There is a need for stronger connections between universities and industries. Education should not focus solely on rote learning but also on industry-oriented knowledge to prepare a workforce aligned with industrial demands. Workforce planning should consider the demand for doctors, engineers, journalists, and other professions. There should be a connection between education and the job market, factoring in retirements and new employment opportunities. Currently, such coordination is absent, leading to a lack of market relevance.

A comprehensive education megaproject is necessary. It should assess the type of education required in different regions, the workforce needed, and allocate resources accordingly. Teachers and students need better facilities, ensuring students receive hostel accommodations from their first year without favoritism. To alleviate financial stress, the government should provide loans to students, which they can repay after securing employment.

In summary, the government must prioritize education, increase the education budget, recruit qualified teachers, ensure necessary facilities, and enhance accountability for both teachers and students. Educational institutions must justify their budget requests with a clear vision and rationale, compelling the government to provide the required funds. Dhaka University should be developed as a flagship institution, serving as a model for others. Over time, all universities should meet similar standards.

The future education system in Bangladesh should aim to produce an educated and skilled workforce capable of meeting both domestic and international demands. To achieve this, the curriculum should be developed through discussions with stakeholders, including teachers, industry professionals, subject matter experts, international consultants, economists, and policymakers. A 20-25 year education plan should be created with a detailed roadmap outlining step-by-step progress. The government must allocate funds, distribute resources effectively, provide manpower and training, and enforce accountability.

Our vision for Bangladesh's future education system is one that ensures education for all, builds a skilled workforce, provides access to quality jobs, and enables everyone to lead a dignified life.

The writer is a professor of the Institute of Education and Research, University of Dhaka

BDST: 1208 HRS, JAN 13, 2025