EDUCATION is the cornerstone of national development, serving as a foundation for cultivating informed societies, robust economies, and accountable governance systems. In Bangladesh, despite significant progress, the education sector faces persistent challenges that threaten the country鈥檚 trajectory toward sustainable growth. Issues such as outdated curricula, disparities in quality and access, inadequate teacher training, and inefficient policy implementation hinder the ability of the education system to meet the demands of a dynamic, globally connected world. Moreover, the sector struggles to adapt to modern challenges, including digital transformation, climate change, and evolving labour market needs.
To confront these multifaceted challenges effectively, the establishment of a permanent education commission emerges as a transformative necessity. Envisioned in the National Education Policy 2010, this commission is designed to provide a long-term, institutionalised mechanism for addressing systemic educational issues. Its mandate would extend beyond short-term fixes, ensuring continuity and coherence in policy implementation across successive governments. A permanent body would enable consistent monitoring and evaluation of reforms, promoting evidence-based decision-making and reducing the frequent disruptions caused by political transitions.
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Challenges in education landscape
BANGLADESH鈥橲 education sector has achieved remarkable progress in increasing enrolment rates and gender parity in primary and secondary education. However, systemic challenges remain:
Policy discontinuity: Political transitions often disrupt educational reforms, undermining the long-term impact of policies. For instance, ambitious reforms proposed by one administration may be discarded or deprioritised by the next.
Curriculum gaps: The education system struggles to balance traditional learning with skills that align with the demands of the 21st century, such as critical thinking, problem solving, and technological literacy.
Equity issues: Stark disparities persist between urban and rural education outcomes, with marginalised communities often receiving substandard education.
Teacher quality and training: While enrolment has surged, the capacity and quality of teaching staff have not kept pace, compromising learning outcomes.
Fragmented governance: Education administration is divided across multiple entities, including two separate ministries, leading to inefficiencies and a lack of cohesive strategy.
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National Education Policy 2010
THE National Education Policy 2010, a landmark document in Bangladesh鈥檚 education history, explicitly recommended the establishment of a permanent education commission. It recognised that sustainable educational progress requires an institutionalised mechanism to: ensure consistency in policy implementation across successive governments; provide regular assessments and revisions of curricula based on evidence and emerging trends; address regional and socio-economic disparities in education; and, monitor and evaluate the performance of education programs systematically.
Despite this visionary proposal, the absence of such a commission has left the education system vulnerable to ad-hoc decision-making and reactive measures.
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Benefits of permanent commission
A PERMANENT education commission would serve as an independent, non-partisan body, tasked with overseeing and guiding the education sector. Its core responsibilities could include:
Policy formulation and review: The commission could work as a repository of expertise, continuously updating education policies to reflect global best practices while aligning with national priorities. This would reduce the disruptions caused by political changes.
Monitoring and evaluation: By establishing robust mechanisms for data collection and analysis, the commission could provide actionable insights into the effectiveness of existing programs, identifying gaps and recommending timely interventions.
Curriculum development: The commission could ensure that the curriculum is dynamic, inclusive, and responsive to the evolving needs of society and the job market, particularly in integrating technology and fostering creativity.
Equity and inclusion: A dedicated focus on bridging disparities would enable the commission to champion inclusive education, addressing the needs of underserved communities, including women and girls, ethnic and language minorities, and persons with disabilities.
Coordination among stakeholders: By acting as a central coordinating body, the commission could harmonise efforts among the ministry of education, development partners, private sector actors, and civil society organisations.
Teacher training and development: The commission could play a critical role in standardising and enhancing teacher training programs, ensuring educators are equipped with modern pedagogical skills.
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Global examples of permanent commissions
SEVERAL countries have successfully institutionalised similar bodies, offering valuable lessons for Bangladesh:
In India, the National Council of Educational Research and Training serves as a premier institution for educational planning and research, providing a model of structured governance in education. It contributes to policy development, curriculum design, and teacher training while ensuring alignment with national goals and global best practices. NCERT鈥檚 role in updating textbooks, introducing competency-based assessments, and fostering innovation in pedagogy highlights its ability to sustain progress across decades.
In the South Korea, the National Education Commission of South Korea is a cornerstone of its transformation into a global leader in education. It ensures continuity in policy implementation and upholds rigorous standards of education. By focusing on technology integration, teacher quality, and research-backed policy-making, South Korea has sustained stellar outcomes in literacy, innovation, and workforce readiness, making it a beacon for developing nations.
Celebrated for its world-class education system, Finland benefits from research-driven advisory bodies that emphasise evidence-based policy-making and teacher empowerment. These entities have been pivotal in maintaining Finland鈥檚 commitment to equity and excellence by ensuring that education policies are grounded in both research and practice. The emphasis on lifelong learning and localised curriculum development further bolsters its success.
These examples demonstrate that a dedicated commission can drive significant improvements by providing a stable, long-term vision for education.
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Recommendations for commission
TO ENSURE its success, the proposed permanent education commission in Bangladesh must:
Independent and non-political: The commission should operate autonomously, free from political influence, to ensure objectivity and impartiality in its recommendations.
Include diverse stakeholders: Membership should represent academia, practitioners, policymakers, private sector experts, and civil society, fostering a holistic approach to education reform.
Leverage technology: The commission must integrate cutting-edge technology to address challenges such as teacher shortages, resource limitations, and remote learning needs.
Focus on lifelong learning: Beyond traditional schooling, the commission should emphasise vocational training, adult education, and reskilling initiatives to prepare the workforce for future challenges.
Accountability: Clear benchmarks and reporting mechanisms should be established to track progress and ensure transparency in operations.
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Conclusion
BANGLADESH鈥橲 education system sits at a critical juncture, offering immense potential to serve as a driving force for socio-economic transformation. However, persistent structural and operational challenges 鈥� ranging from outdated curricula to inequitable access 鈥� threaten to undermine this potential. The establishment of a permanent education commission, as envisioned in the National Education Policy 2010, is no longer a recommendation that can wait 鈥� it is an urgent necessity.
A permanent education commission would represent a transformative leap for Bangladesh by institutionalizing a forward-looking, independent body solely dedicated to education reform. This commission would address systemic challenges with a cohesive, evidence-based approach, ensuring that education policies are aligned with the nation鈥檚 long-term aspirations and the demands of a rapidly evolving global landscape. It would act as a custodian of educational integrity, providing consistent oversight, strategic guidance, and adaptability to emerging trends, such as digital transformation and the integration of 21st-century skills.
Such a commission would also act as a bridge between national aspirations and global trends. By aligning the education system with international best practices, it could facilitate the integration of modern pedagogical techniques, digital tools, and skills development aligned with the demands of the Fourth Industrial Revolution. Furthermore, its focus on equity could help address regional and socioeconomic disparities, ensuring that no student is left behind. In this way, a Permanent Education Commission would not only uphold the recommendations of the National Education Policy 2010 but also serve as a catalyst for the comprehensive transformation of Bangladesh鈥檚 education sector.
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Musharraf Tansen is a development analyst and former country representative of Malala Fund.
