Bangladesh’s education sector faces mounting criticism as pass rates and GPA-5 scores rise while overall learning standards decline sharply.
Educators and analysts say students show major gaps in reading skills, subject knowledge and practical application. International forums have also raised concerns over the declining global value of Bangladeshi degrees.
Recent admission tests at the University of Dhaka revealed that many students with double GPA-5 failed to secure even the minimum qualifying marks. Academics say the results clearly reflect a steady erosion of quality.
The new government has assigned Dr ANM Ehsanul Haque Milon as education minister and minister for primary and mass education. He previously served as state minister for education from 2001 to 2006. The government has also appointed Bobby Hajjaj as state minister, while Dr Mahdi Amin will advise both ministries with state minister status.
Ehsanul Haque Milon has already outlined three priorities: create a classroom-friendly environment to bring students back to schools, review and revise the national curriculum, and modernise technical education. He also plans to implement the ‘One Teacher One Tab’ programme in phases and publish a 180-day roadmap detailing implementation strategies.
A World Bank report last year said a child in Bangladesh completes an average of 11 years of formal schooling by age 18 but achieves learning outcomes equivalent to only 6.5 years. The report estimated a learning gap of at least 4.5 years, suggesting that Grade 11 students perform at roughly Grade 7 level.
Rasheda K Chowdhury, former adviser to a caretaker government and executive director of the Campaign for Popular Education, said policymakers had not prioritised education for years. She said authorities failed to invest adequately or plan effectively, which led to a serious decline in standards. She urged the government to restore discipline, update curricula, make education job-oriented, increase investment and ensure transparency and accountability.
Educationists identified teacher shortages, financial constraints, digital inequality and outdated curricula as key challenges. They also cited administrative inefficiency, question paper leaks, weak research in higher education, student mental health concerns and high dropout rates.
Despite spending hundreds of crores of taka on technical education over the past 17 years, authorities have failed to attract students to the sector, leaving it largely neglected.
Critics say the Awami League government, which ruled from 2009 to 2024, focused primarily on increasing enrolment and pass rates rather than improving quality. They also argue that the interim administration spent much of its tenure managing protests by teachers and students without introducing meaningful reforms.
Public universities now struggle to maintain discipline, while private universities face allegations of irregularities. Experts say the sector also suffers from corruption in MPO enlistment, recruitment, transfers, textbook printing and project implementation.
Dr Manzoor Ahmed, emeritus prof at BRAC University, said the government must adopt an integrated five-year plan instead of fragmented targets. He urged policymakers to consider recommendations from advisory committees formed under the interim government and to establish a dedicated education reform committee.
The government has appointed one minister to oversee both the education and primary and mass education ministries, which many observers see as an opportunity for unified decision-making. However, experts say the real test lies in implementation.
Education analysts warn that unless authorities act decisively to restore quality and accountability, the country risks further decline in human capital development and global competitiveness.
Source:Kalerkantho
Bd-pratidin English/ ANI
