A quiet revolution is underway in schools across Bangladesh. This revolution is not simply about changing textbooks and syllabuses, but rather a fundamental conflict between two very different visions of what education should be. On one hand, a well-established system based on rote learning and exam success. On the other hand, there is a growing push for creativity, critical thinking, and lifelong learning. For years, the system has rewarded students for repeating information rather than truly understanding it. Now, the country finds itself at a turning point, rethinking how to prepare its next generation for the future.
For a long time, education in Bangladesh has revolved around high-stakes exams and a rigid curriculum focused on remembering facts. Students often face intense pressure to memorise and reproduce textbook content with accuracy, rather than engage with ideas in a meaningful way. Success is judged by grades, not by curiosity, analysis, or innovation. This approach has had some clear benefits. It has helped build discipline among students and contributed to strong progress in literacy and school enrollment since independence. But it has also exposed serious gaps. Employers often note that many graduates, while academically strong, struggle with problem-solving, communication, and adaptability skills essential in today’s fast-changing world.
Recognising these challenges, policymakers have begun introducing major reforms to both curriculum and teaching methods. A key shift is toward competency-based education, where the focus is not just on what students know, but on how they can use that knowledge.
There is also more focus on creative and critical thinking skills. The new curricula place more importance on ‘inquiry-based learning, group work, and problem-solving in the real world.’ Students are being challenged to think, ask questions, look at things from different angles, and be more active in their learning rather than passive recipients of information. Technology is another key aspect of educational reform. Technology, from multimedia classrooms to the internet, is providing new avenues for learning and is making education more accessible and interactive.
While these reforms are promising, putting them into practice has not been easy. There is still a noticeable gap between what policies aim to achieve and what actually happens in classrooms.
The teachers are the focal point of this problem. Many teachers were trained using the same system that this reform aims to change. Without adequate training, support, and mentoring for teachers, this problem may be difficult to address. Urban schools may have the best technology and other learning materials, but that may not be true in other areas. This imbalance risks widening existing inequalities instead of reducing them. At the same time, the exam system has not fully caught up with these changes. As long as assessments continue to reward memorisation, both teachers and students are likely to stick to traditional approaches, even if the curriculum evolves.
Meaningful change in education also depends on strong and forward-looking institutions. In Bangladesh, the Higher Education Commission (HEC) is expected to play that role as a more dynamic and modern regulatory body. For the HEC to be effective, it needs to move beyond being just a regulator and become a driver of innovation. At the same time, universities need enough freedom to innovate – balanced with accountability, transparency, and quality assurance. The rapid rise of private universities has reshaped higher education in Bangladesh. These institutions have helped expand access and reduce the pressure on public universities. There are also more programs being offered. However, the expansion of these institutions has also raised concerns about quality and consistency. A dedicated Private University Commission (PUC) could help address the issues. With focused attention, this could ensure that the expansion does not happen at the cost of quality. It could streamline accreditation, enforce quality benchmarks, and encourage better curriculum design and teaching practices. It could also create opportunities for collaboration among private universities, promoting innovation and shared learning. Importantly, a PUC would allow for more tailored regulation, recognising the diversity within the private sector while holding institutions accountable.
Ultimately, the true test of these reforms will not be reflected in official documents, but rather in what students go through in their classrooms every day. Bringing ideas to life requires taking a few key steps. For one, teachers need to feel supported and confident. Training, hands-on workshops, and opportunities to learn from one another can make a real difference in helping them adapt to new teaching approaches. At the same time, the way students are measured needs to change, too. Exams should not be limited to testing their memory, but rather their ability to think critically and creatively, and to apply what they have learned to real life. Without this shift, bigger changes will be hard to sustain. It’s also important to make sure no one is left behind. Better infrastructure, especially in underserved areas, is key to ensuring all students have equal opportunities and to preventing a growing digital divide. Above all, there needs to be a broader change in mindset. Success shouldn’t be defined only by exam scores, but by how well students can think for themselves, communicate clearly, and adapt to new challenges. This is something that parents, teachers, and policymakers all need to believe in and work together.
Change initiatives are in place, reflecting the new realities in Bangladesh’s education sector. However, the success of these initiatives lies in the sustained efforts, effective implementation, and the readiness to break traditional barriers, while reinforcing the systems that support the process. It is a critical moment in the country’s development, with the future in sight. Education is not just another sector in the country’s development; it is the very foundation on which the country’s future rests. It is not just a process of change; it is a process of changing the very essence of education.
The writer is a Professor and former Chair, Department of Journalism and Mass Communications, Savanah State University, USA. E-mail: sibhuiyan@yahoo.com
