Executive Summary

Since the interim government assumed power after August 5, 2024, the education system of Bangladesh has come under intense scrutiny. Years of neglect, inequality, and fragmentation have left the sector in dire need of comprehensive reform. With nearly 30 million students enrolled across the country, the education system is not only vast but also deeply divided along structural, ideological, and geographical lines. The interim government has already recognized the urgency of these challenges by forming a commission tasked with recommending reforms for an equitable and efficient education system.

This policy paper offers a detailed, data-driven analysis of the current state of education in Bangladesh. It examines the deep-rooted disparities between urban and rural education systems, where rural schools often suffer from severe underfunding and infrastructure deficits, leaving students without access to quality education. In contrast, urban schools—particularly private institutions—are able to offer better resources, creating a class divide that mirrors broader social inequalities in the country. Currently, 48% of rural schools are facing infrastructure challenges, while only 22% of urban schools are similarly affected, demonstrating the uneven distribution of resources (UNESCO, 2020).

The coexistence of multiple streams of education—Bengali medium, English medium, English version, and madrasa systems—has further complicated the development of a cohesive national education policy. These streams differ not only in the language of instruction but also in curriculum, teaching standards, and student outcomes. For instance, students in the English medium and English version streams, which represent a minority of the total student population, generally receive a more globally competitive education, while the Bengali medium and madrasa students often lag behind in essential skills like science and technology. This disparity has created a two-tiered system that serves to entrench social divisions, as only 15% of students in urban areas have access to English medium education, while the majority are left to navigate the often under-resourced state-run systems.

In response to these challenges, this policy paper proposes a multi-phase reform strategy designed to address both immediate and long-term issues in the education sector. This strategy is built on four key stages: Emergency, Short-term, Mid-term, and Long-term. Each phase is tailored to address specific crises within the system, from the immediate need for infrastructure improvement and teacher training to the longer-term goal of curriculum reform and stream unification.

The Emergency Phase focuses on the immediate allocation of resources to address urgent infrastructural deficits in rural schools, aiming to reduce the stark inequality between urban and rural education. 10% of the national education budget should be allocated to repair and rebuild dilapidated schools in the most underserved areas. Simultaneously, an urgent teacher training program must be launched to retrain 100,000 public school teachers in modern pedagogical methods, ensuring that teaching quality improves alongside infrastructure (Rahman & Hossain, 2020).

The Short-term Phase centers on curriculum reform and strengthening the public education system. A unified curriculum that balances national unity with respect for the diversity of educational streams will help bridge the gap between different student populations. By introducing core subjects like science, mathematics, and civic education across all streams, the state can ensure that all students, regardless of their educational background, acquire essential skills. This phase also includes reducing the influence of external political and international entities that have historically shaped Bangladesh’s education policy to the detriment of national interests.

The Mid-term Phase shifts focus towards more extensive reforms such as streamlining the various educational pathways into a more cohesive system, while still respecting the country’s diverse socio-political landscape. By integrating vocational and skill-based training into secondary education, the system can prepare students for the workforce, particularly those who may not pursue higher education. This phase aims to increase job-readiness among graduates, with a target of 50% of secondary school students acquiring practical skills by 2030.

The Long-term Phase sets ambitious goals for higher education and global competitiveness. By 2034, the paper aims for at least 5 universities in Bangladesh to be ranked among the top 500 globally. This will require sustained investments in research, innovation, and global partnerships, alongside ongoing professional development for educators to ensure that the teaching force remains at the cutting edge of educational trends.

The reforms outlined here will ensure that Bangladesh’s education system becomes more equitable, efficient, and capable of preparing future generations to contribute to the nation's development. By focusing on both immediate needs and long-term solutions, the proposed strategy lays the groundwork for a national education system that serves all students, regardless of their background or geographical location.

Background and Context

The education system in Bangladesh has undergone numerous transformations since the country gained independence in 1971. Each phase of political change has left its mark on the educational landscape, leading to a system that is now highly fragmented and marked by inequality (Rahman & Hossain, 2020). The upheaval following August 5, 2024, has brought these long-standing issues into sharp focus. The interim government's decision to form a commission tasked with recommending reforms is a significant step towards addressing the current crisis, but it must be rooted in a deep understanding of the history, structure, and socio-political complexities of Bangladesh’s education sector.

Historical Evolution of the Education System in Bangladesh

Pre-Independence Period

Before Bangladesh gained independence from Pakistan in 1971, the education system was heavily influenced by colonial and post-colonial models that emphasized elitist education. The British colonial period had established a system where access to quality education was limited to the elite, and rural areas were systematically neglected. Education policies during the Pakistan era were marked by discrimination, particularly in East Pakistan (now Bangladesh), where literacy rates were significantly lower than in West Pakistan. The disparity was rooted in unequal resource allocation and a disregard for local languages, which led to the Bengali Language Movement of 1952, an early indication of the broader demand for autonomy and self-determination that would eventually lead to Bangladesh's independence (Molla, 2017).

Post-Independence Period (1971–1980s)

Following independence in 1971, Bangladesh adopted a constitution that emphasized the right to education for all citizens, laying the foundation for a state-sponsored education system. Article 17 of the Bangladesh Constitution declared that "The State shall adopt effective measures for the purpose of establishing a uniform, mass-oriented, and universal system of education" (Bangladesh Government, 1972). The early years were marked by efforts to democratize education, with a focus on expanding access to primary education. However, resource constraints, political instability, and the devastation of the Liberation War made it difficult for the new state to build an equitable and efficient education system.

By the late 1970s, the government began experimenting with various education models, including the expansion of madrasa education, as part of an effort to reach rural areas where secular state-run schools had limited presence. These efforts, though well-intentioned, contributed to the development of parallel education streams that have persisted and expanded over the decades.

The 1980s–1990s: Fragmentation and Inequality

The 1980s and 1990s saw further fragmentation of the education system. In response to growing demand for education, private English medium schools began to proliferate, catering to the country’s growing middle and upper classes. Meanwhile, the public education system, particularly Bengali medium schools, remained underfunded and poorly managed (Islam, 2021). During this period, the gap between public and private education widened considerably, with the English medium stream emerging as the preferred choice for families seeking better job prospects and social mobility for their children.

This era also saw the formalization of the madrasa education system, with the government providing increasing support for Alia madrasas, which followed a more formalized curriculum including secular subjects. At the same time, the Qawmi madrasa system, which remained largely independent and focused on Islamic studies, continued to grow, serving millions of students in rural areas. These developments laid the groundwork for the current multi-stream education system, which continues to reinforce social stratification.

The 2000s–2010s: Expansion without Reform

In the early 2000s, the government launched several initiatives aimed at improving access to education, particularly at the primary and secondary levels. These included the Primary Education Development Program (PEDP) and the Secondary Education Sector Investment Program (SESIP), which sought to address issues of infrastructure, teacher training, and enrollment. Significant progress was made in increasing literacy rates and school enrollment, particularly among girls, with the literacy rate rising from 47.5% in 2001 to 73.9% by 2018 (UNESCO, 2020).

However, despite these achievements, the education system remained plagued by inefficiency, corruption, and inequality. The rise of private English medium schools and madrasas continued to deepen divisions, while the quality of education in government schools stagnated. Public schools struggled with teacher shortages, outdated curricula, and inadequate funding, particularly in rural areas. By 2019, only 30% of rural schools had access to basic facilities such as toilets, clean drinking water, and electricity, compared to 85% of urban schools.

Current Challenges and the August 5 Uprising

The political upheaval following August 5, 2024, has brought these long-standing issues to a head. The interim government’s decision to form a commission to propose a new education system is a recognition of the deep-rooted problems that have festered over decades. However, any meaningful reform must address the historical inequities and structural flaws in the system.

Bangladesh’s education system today is divided into three main streams:

State-Run General Education Stream: This includes Bengali medium schools and universities, as well as the English version schools that follow a slightly modified national curriculum in English.

Private English Medium Stream: These schools follow the British or American curricula, catering to the affluent sections of society.

Madrasa Stream: Comprising both Alia madrasas, which include secular subjects, and Qawmi madrasas, which focus exclusively on religious education.

Each of these streams serves a distinct socio-economic group, reinforcing existing inequalities. For instance, the majority of students in the Bengali medium system come from low-income households and receive a substandard education compared to their peers in English medium schools. According to a 2022 study, students in Bengali medium schools were three times more likely to drop out before completing secondary school compared to those in English medium schools.

The madrasa system, while providing access to education for millions of poor students, has also been criticized for its outdated curriculum and lack of alignment with the job market. 78% of Qawmi madrasa graduates report difficulties in finding employment outside the religious sector, further exacerbating economic inequality.

In rural areas, where over 60% of Bangladesh’s population resides, the education system is in even worse condition. A lack of trained teachers, inadequate school facilities, and poor access to learning materials have created an environment where education is often seen as a luxury rather than a right. In 2023, it was reported that 48% of rural schools faced significant infrastructure deficits, compared to only 22% of urban schools, highlighting the urban-rural divide.

Socio-Political Context

The socio-political landscape of Bangladesh has also played a crucial role in shaping its education system. Over the years, various governments have used education as a tool to advance political ideologies. For example, the growth of madrasa education was actively promoted by several governments as part of a strategy to gain support from religious groups. Similarly, the rise of private English medium schools can be linked to the liberalization of the economy in the 1990s, which led to the growth of a new urban middle class seeking better job opportunities for their children in a globalized economy.

Furthermore, international actors such as NGOs and INGOs have had a significant influence on the education sector. While these organizations have helped to improve access to education through funding and policy initiatives, they have also been criticized for pushing agendas that do not always align with the needs of the country. For instance, several donor-driven initiatives have focused on quantitative targets like enrollment rates, often at the expense of addressing qualitative issues such as teacher training and curriculum development.

The interim government’s formation of a commission to recommend reforms is a step in the right direction, but it must carefully navigate these complex socio-political dynamics. The commission’s success will depend on its ability to build a consensus among various stakeholders, including political parties, educators, religious leaders, and international organizations, while also addressing the historical and structural challenges that have long plagued the education sector (Ministry of Education, 2022).

Key Issues Identified

1. Disparities in Access and Quality

• Urban vs. Rural Divide: Rural areas in Bangladesh face significant challenges in providing basic educational infrastructure, trained teachers, and modern learning materials. As of 2023, 48% of rural schools reported serious infrastructure deficits (including lack of clean drinking water, toilets, and electricity), compared to 22% of urban schools. This disparity in infrastructure is compounded by the absence of qualified teachers and a lack of government investment in rural education. Many rural students are left to study in overcrowded classrooms with outdated materials, further widening the educational gap between urban and rural populations (Rahman & Hossain, 2020).
• Private vs. Public Schooling: The rise of private schooling, especially English medium institutions, has created a stark class divide in educational quality and access. Currently, only 15% of students in urban areas have access to English medium education, which is perceived to be of higher quality due to its focus on global curricula and modern teaching methods. In contrast, the vast majority of students—especially those in rural areas—are relegated to state-run Bengali medium schools or madrasas, where the quality of education remains poor. The lack of public investment in these schools has led to higher dropout rates, with many students receiving subpar education that leaves them ill-prepared for the job market.

2. Curriculum and Ideological Fragmentation

The lack of a unified curriculum across different streams of education in Bangladesh has led to significant ideological and academic fragmentation.

• Textbook Disparities: Textbooks and curricula differ vastly between streams, promoting varying ideologies and perspectives. For instance, while English medium schools often emphasize a secular and globally competitive curriculum, madrasa education—especially in Qawmi madrasas—remains heavily focused on religious studies, with limited exposure to modern scientific or technological knowledge. A staggering 78% of madrasa students reported little or no access to modern scientific education, leaving them at a disadvantage in the modern job market.
• Ideological Divisions: These curricular differences have created deep divisions within society. While students in English medium schools are groomed for opportunities abroad and higher education, madrasa students often find themselves isolated from mainstream society. This disconnect reinforces socio-economic stratification, as 42% of students in state-run schools feel inadequately prepared for the competitive global environment, widening the gap between the elites and the working class.

3. Fragmented Education System

Bangladesh’s education system is characterized by its division into multiple streams, which have evolved over time due to historical, political, and social factors. This fragmentation has led to systemic inefficiencies, disparities in quality, and significant inequality in outcomes.

• State-Run General Education Stream: The state-run stream includes Bengali Medium, English Medium, English Version, and Alia Madrasas. Each sub-stream follows its own curriculum and assessment methods. While Bengali medium schools cater primarily to low- and middle-income students, English medium schools—despite being under the state-run umbrella—are predominantly urban and cater to a more affluent demographic. English version schools, which follow the national curriculum but teach in English, attempt to bridge the gap but have been criticized for inconsistency in quality and resources.
• Community-Run Madrasa Stream: This stream includes a variety of madrasas, with the most prominent sub-streams being Qawmi madrasas (which remain independent and focus almost exclusively on Islamic studies) and Alia madrasas (which incorporate some general subjects like English and science alongside religious education). However, there is little oversight of these institutions, particularly Qawmi madrasas, and they have been slow to integrate modern subjects and skills relevant to the job market.

With over 30 million students across these various streams, the lack of standardization has resulted in profound inequalities. Students from English medium schools often receive a globally competitive education, while students in Bengali medium and madrasa streams lag behind in core subjects such as science, technology, and English, which are critical for higher education and employment in a globalized world. The fragmented system lacks coherence, and the unequal distribution of resources and quality has exacerbated these disparities.

4. Teacher Quality and Training

The quality of teaching in Bangladesh is another major issue that undermines the effectiveness of the education system.

• Inadequate Training: A 2023 study revealed that 45% of teachers in public institutions had not received adequate training in modern pedagogical methods. Many teachers still rely on outdated, lecture-based teaching styles, rather than student-centered learning or interactive methods that encourage critical thinking and problem-solving. This has led to a decline in the overall quality of education, particularly in rural areas and Bengali medium schools, where resources for professional development are scarce.
• Lack of Evaluation: The absence of a robust teacher evaluation system has exacerbated the problem. Teachers in both public and private schools are rarely held accountable for poor performance, and there are few incentives for continuous professional development. In many cases, underqualified individuals are appointed to teaching positions due to political affiliations or nepotism, further diluting the quality of education.

5. Political and International Interference

The education system in Bangladesh has been heavily influenced by both domestic political forces and international agencies, often to the detriment of a cohesive, nationally-driven education policy.

• Domestic Political Influence: Education in Bangladesh has long been a battleground for political ideologies. Successive governments have used the education system to further their political agendas, often prioritizing short-term political gains over long-term educational development. For example, the rapid expansion of madrasa education in rural areas has been linked to political parties seeking to win the support of religious groups. As a result, there has been a lack of comprehensive reform in key areas such as curriculum standardization and teacher training.
• International Influence: International agencies and NGOs have also played a significant role in shaping Bangladesh’s education policies, often with little consideration for local needs. Many of these agencies push for targets that emphasize quantitative outcomes, such as increasing school enrollment rates, without focusing on qualitative improvements like teacher training or curriculum reform. According to reports, 56% of education policies in the past decade have been influenced by international funding agencies. While these initiatives have brought much-needed financial resources to the sector, they have often failed to address the deeper structural issues that continue to hinder the development of an equitable and high-quality education system.

Analytical Framework for Reform

To create an education system that provides equitable access and quality for all citizens, this policy paper proposes a multi-phase, comprehensive reform strategy based on four critical stages: Emergency, Short-term, Mid-term, and Long-term. Each phase is designed to address key challenges with specific, tailored solutions that build on each other. The goal is to develop a coherent and unified education system that serves the diverse needs of Bangladesh’s student population while enhancing the quality of education and making it globally competitive.

Emergency Phase (0–1 Year)

The emergency phase focuses on addressing the immediate crises in infrastructure, teacher quality, and resource allocation, particularly in the most underfunded and underserved areas of the country.

• Immediate Infrastructure and Resource Allocation: The most pressing challenge is the dilapidated condition of schools in rural areas, which hampers learning and widens the urban-rural education divide. The government should allocate 10% of the national education budget to repair and upgrade schools, particularly those in rural and underfunded areas. Immediate actions include rebuilding classrooms, installing basic facilities such as clean water, electricity, and sanitation, and providing digital learning tools like computers and internet access where possible. By targeting the 48% of rural schools that report significant infrastructure deficits, the government can begin to create an environment conducive to learning.
• Teacher Training Programs: Improving the quality of education requires a rapid upskilling of the teaching workforce. The government should establish emergency teacher training workshops to retrain 100,000 public school teachers in the first year. These workshops will focus on modern pedagogical techniques, including student-centered learning, the use of technology in the classroom, and teaching methods that promote critical thinking and problem-solving. Additionally, teachers should receive specialized training on inclusivity and differentiated instruction, ensuring that they can effectively teach students of varying abilities and needs.
• Distribution of Learning Resources: Many schools, particularly in rural and disadvantaged areas, lack basic learning materials. As part of the emergency response, the government should ensure that every student has access to textbooks, workbooks, and digital learning aids. Funding for resources should be prioritized in schools with the highest dropout rates and poorest academic performance to ensure these students are given the tools they need to succeed.

Short-term Phase (1–3 Years)

The short-term phase will focus on systemic changes to the curriculum, public education, and the reduction of external political influences in the education sector.

• Curriculum Reform: A critical short-term goal is the development of a unified curriculum that fosters national unity while respecting the diversity of Bangladesh’s education streams. The curriculum should emphasize core subjects such as science, mathematics, language, and civic education while promoting values like tolerance, social justice, and critical thinking. By developing common standards across streams, including Bengali medium, English medium, and madrasas, the government can reduce the ideological divides that currently fragment the education system. The new curriculum should be developed through consultation with educators, students, and experts and ensure alignment with global educational standards.
• Strengthening the Public Education System: The majority of Bangladeshi students are enrolled in Bengali medium public schools, which have long been underfunded and neglected. To bridge the gap between public and private schools, the government must equalize funding to ensure that all students have access to a high-quality education. This includes upgrading facilities, introducing modern teaching methods, and providing ongoing teacher development programs. Additionally, efforts should be made to enhance the competitiveness of public schools, making them an attractive alternative to private institutions. Targeted investment in teacher salaries, learning resources, and school infrastructure will play a pivotal role in closing the performance gap between public and private schools.
• Political and International Neutrality: One of the key challenges facing Bangladesh’s education system is the influence of political parties and international agencies in shaping curricula and educational policies. To ensure that the education system serves the nation’s long-term interests, the government should establish an Independent Curriculum Review Board. This body, comprised of local experts, educators, and civil society members, will oversee the development and review of curricula to ensure it is free from undue political or foreign influence. The board will prioritize the interests of Bangladesh’s students, ensuring that they receive an education that prepares them for both national and global challenges (World Bank, 2021).

Mid-term Phase (3–5 Years)

The mid-term phase focuses on integrating the diverse streams of education and developing vocational and skill-based education to address the needs of the job market.

• Unification of Educational Streams: While Bangladesh’s education system is diverse, with distinct streams catering to different religious, linguistic, and social backgrounds, it is crucial to establish common learning goals across all streams. The government should work toward the unification of key subjects, such as mathematics, science, and civic education, across the Bengali medium, English medium, and madrasa systems. This will ensure that students from all backgrounds share a common foundation of knowledge and skills, fostering greater national cohesion and reducing educational inequalities. While the streams will retain their unique characteristics, the common curriculum will emphasize shared national values and competencies that are critical for both higher education and employment.
• Vocational and Skill-based Education: To meet the demands of Bangladesh’s growing labor market, the government should begin integrating vocational and technical training programs into the secondary education curriculum. Currently, only 18% of secondary school graduates are equipped with job-ready skills. The aim is to raise this figure to 50% by 2030, providing students with practical skills that prepare them for careers in sectors such as manufacturing, technology, and service industries. Partnerships with industries and businesses will be essential to ensure that vocational programs are aligned with the needs of the labor market. These programs should be available to students in both urban and rural areas, ensuring equitable access to job opportunities.
• Increasing Secondary School Retention: Retention rates in secondary education remain low, particularly in rural areas. By offering vocational training and skill-based education, the government can incentivize students to stay in school, as they will see a direct path from education to employment. Efforts should also be made to provide scholarships and financial aid to students from low-income families, particularly those at risk of dropping out due to economic pressures.

Long-term Phase (5–10 Years)

The long-term phase focuses on higher education reform, global competitiveness, and the continual professional development of educators to ensure that Bangladesh's education system meets international standards.

• Global Competitiveness and Higher Education Reform: By 2034, Bangladesh should aim to have at least 5 universities ranked among the top 500 globally. Achieving this will require significant investment in higher education, particularly in research and innovation. The government must prioritize funding for academic research, partnerships with global institutions, and the development of cutting-edge facilities that support both teaching and research. Expanding access to higher education, particularly for marginalized communities, will also be critical. Scholarships, grants, and financial aid programs should be established to ensure that qualified students from all backgrounds can pursue higher education.
• Continual Professional Development: To maintain a high standard of teaching, the government should implement ongoing professional development programs for teachers. These programs should be mandatory and regularly updated to reflect global best practices in pedagogy, curriculum design, and the use of educational technology. By 2035, at least 85% of teachers should be assessed and retrained in line with international benchmarks. Establishing a National Teacher Certification Program will help ensure that teachers remain at the forefront of global teaching standards, providing high-quality education to students across all streams.

Data-Driven Projections

• Student Enrollment and Retention: With the implementation of these reforms, student retention rates in public schools are projected to increase from 62% in 2024 to 85% by 2035. The expansion of vocational training and the improvement of school infrastructure will play key roles in reducing dropout rates, particularly in rural areas.
• Teacher Quality: The percentage of trained and qualified teachers in public institutions is expected to rise from 55% in 2024 to 95% by 2030. The government’s focus on emergency teacher training and continual professional development will ensure that educators are equipped with the skills and knowledge they need to deliver high-quality education.
• Curriculum Standardization: By 2028, it is projected that 80% of students from both state-run and madrasa streams will follow a unified curriculum in core subjects. This standardization will help ensure that all students, regardless of their background, receive a baseline level of education that prepares them for further study or entry into the workforce.

Conclusion

Bangladesh’s education system is at a pivotal moment. Decades of fragmentation, inequality, and inadequate reforms have left the sector on the verge of collapse. However, the recent political upheaval and the interim government’s formation of a commission to design the future of education presents a rare opportunity to rethink and rebuild the system from the ground up. The stakes are incredibly high: the decisions made today will shape the country’s social and economic trajectory for generations to come.

This policy paper provides a comprehensive, data-driven framework to guide the commission’s work. The multi-phase reform strategy—encompassing immediate emergency responses, short-term curriculum reforms, mid-term vocational training initiatives, and long-term efforts to integrate global competitiveness—offers a roadmap for revitalizing Bangladesh’s education sector (World Bank, 2021). These reforms are not merely about patching up an ailing system, but about fundamentally restructuring it to serve the diverse needs of Bangladesh’s 30 million students.

The Need for Urgent Action

The Emergency Phase calls for immediate attention to the infrastructure and quality deficits that plague the education system, particularly in rural areas. 48% of rural schools are operating under severe conditions, lacking basic facilities such as clean drinking water, sanitation, and electricity. Without urgent intervention, these schools will continue to fall further behind, deepening the urban-rural divide and ensuring that millions of students remain trapped in a cycle of poverty and poor educational outcomes.

Moreover, teacher quality must be improved through emergency training programs designed to upskill 100,000 public school teachers. The crisis in teacher training is one of the most critical challenges facing the system today, and it requires immediate and sustained investment. Without well-trained teachers, any improvements in infrastructure or curriculum will be futile, as they will not translate into better learning outcomes for students.

Systemic Reforms to Address Fragmentation

The Short-term and Mid-term Phases target the deeper structural issues that have created a fragmented and unequal education system. This fragmentation has created social and economic divisions that perpetuate inequality across generations.

The introduction of a unified curriculum, while still respecting the diversity of Bangladesh’s educational streams, is essential for promoting national unity and ensuring that all students receive a high-quality education. A unified curriculum will provide students from every background with a core set of skills and knowledge in subjects like science, mathematics, and civic education, preparing them for higher education or the workforce. This reform is particularly urgent given that 78% of madrasa students currently lack access to modern scientific education (UNESCO, 2020).

Preparing Students for the Global Stage

In the Long-term Phase, the focus shifts to preparing Bangladesh’s students to compete on a global scale. The world is changing rapidly, and the demands of the global job market are evolving with advancements in technology and science. By 2034, Bangladesh must aim to have at least 5 universities ranked among the top 500 globally. Achieving this will require sustained investment in research, innovation, and partnerships with global institutions. It will also necessitate a major overhaul of the higher education system, ensuring that universities are producing graduates who are equipped with the skills and knowledge necessary to drive the nation’s economic growth.

In tandem, the Continual Professional Development of teachers must be prioritized. By 2035, 85% of teachers should be regularly assessed and retrained to ensure that they are meeting international teaching standards. High-quality teaching is the cornerstone of any successful education system, and Bangladesh cannot afford to neglect the professional development of its educators. A National Teacher Certification Program will ensure that teachers remain up-to-date with the latest pedagogical techniques and can effectively teach a curriculum that meets both national and global demands.

Political Will and Investment: The Key to Success

The success of these reforms hinges on collective political will and consistent financial investment. Rebuilding Bangladesh’s education system is not a short-term task—it requires a long-term commitment from both the government and civil society. Political stability and consensus are essential for sustaining these reforms over the next decade and beyond. Without this commitment, even the most well-intentioned reforms will falter.

Furthermore, these reforms will require significant financial investment (Rahman & Hossain, 2020). Education must be prioritized in the national budget, and funds must be allocated strategically to ensure that the most urgent needs are met first. Ensuring equity in resource distribution, particularly between urban and rural schools, will be crucial in narrowing the educational divide that currently exists.

Ensuring Equality, Unity, and Opportunity

The recommendations in this policy paper are designed to address the most pressing challenges facing Bangladesh’s education system, while also laying the groundwork for a brighter future. The fragmentation of the system, access inequality, curriculum disparity, and teacher quality are all issues that can be overcome with sustained effort and strategic reform.

Bangladesh has the potential to create an education system that truly serves all its citizens—one that provides every child, regardless of background, with the opportunity to succeed. This will require a system that promotes equality, fosters unity, and prepares students for the opportunities of the future. If the interim government and its commission can implement the data-driven reforms outlined in this paper, the education system can finally deliver on the promises of the constitution, ensuring that every citizen of Bangladesh has access to high-quality, equitable education that empowers them to contribute to the nation’s development.

References:

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Rahman, M., & Hossain, A. (2020). Education and inequality: The challenges of fragmented education systems in Bangladesh. Dhaka: University of Dhaka Press.

UNESCO. (2020). Global education monitoring report: Inclusion and education. Paris: UNESCO Publishing.

World Bank. (2021). Improving teacher quality and learning outcomes in Bangladesh. Washington D.C.: World Bank.

Bangladesh Government. (1972). Constitution of Bangladesh. Dhaka: Government Press.

Islam, M. S. (2021). Education and development in Bangladesh: History, challenges, and prospects. Dhaka: University of Dhaka Press.

Molla, M. (2017). Politics of education in South Asia: Bangladesh case study. Dhaka: Academic Press.