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EDUCATION ministry representatives and the press secretary to the chief adviser addressed a university award ceremony on December 18, presenting a series of proposals for education reforms. The announcements ranged from text rationalisation and transforming the University Grants Commission into a university commission to upgrading technical and vocational education curricula, prioritising teacher training and bolstering ICT education. While the pledges sound promising, they remain incomplete without a coherent national strategy and an empirical basis for decision-making.

Many of the ideas shared, such as increasing the education budget, revisiting curricula and equipping non-government teachers with better training, appear well-intentioned. The focus on upgrading ICT curricula, in particular, reflects the global demand for digital skills. Yet, questions remain about the government’s lack of specificity: how much money will be allocated? On what grounds will it be justified? Similarly, plans to reform technical and vocational education, an urgent need to help bridge skills gaps, were mentioned in passing, but the announcements lacked clarity about their execution. Bringing in foreign experts to advise on ICT reforms may also be prudent. But, why it is an expert from the United Kingdom, not elsewhere, or even from within Bangladesh, has not been convincingly explained.

The announcements point to an unsettling reality: education policy is treated as a patchwork of arbitrary initiatives rather than part of a holistic reform agenda. Despite pledges to address corruption, training deficits and curriculum updates, no cohesive framework guides these changes. The repeated emphasis on competition and a push for English language proficiency without a contextualised approach is equally concerning. As a result, public perception is that the interim government has taken on a segmented, trial-and-error strategy that risks repeating the pitfalls of the former Hasina administration, which imposed untested methods like the ‘creative method’ and ‘experience-based’ approaches that disrupted learners more than they benefited them.

It is impossible to plan the future without acknowledging that education forms the bedrock of a nation’s identity, capability and progress. Previous abrupt reforms have proved disastrous as they were instituted without empirical data or a clear road map. Under the fallen fascist regime, the half-baked methods destabilised an already fragile system, pushing students and teachers into confusion. A robust education system requires a guiding philosophy informed by national priorities and the lived realities of students and educators. When governments launch initiatives without proper piloting, stakeholder input and comprehensive policy, they effectively set sail without knowing the destination.

The interim government’s timeline is at least a year until the next election. A year is ample time to lay down a strong foundation for national education goals that reflect the spirit of the July uprising against corruption and injustice. Abstract promises to invest more in education must be paired with concrete figures, transparent budget planning and clear outcome measures. Importantly, the white papers on education and employment published earlier this month offer a chance to analyse the current state of affairs thoroughly. The documents are a commendable start, yet fragmented policy moves should not overshadow them. They could, instead, serve as a baseline for mapping out fundamental reform, which can then be handed over to the next elected government.

Reforming something as critical as technical and vocational or ICT education should never be a matter of political expediency or impulsive decisions. Policymakers must engage in rigorous data collection, needs assessments and stakeholder consultations. Incorporating international best practices, if done wisely, can be beneficial, but it must be adapted to Bangladesh’s context. Radical changes can derail the education system’s progress without empirical backing, as seen in past years. Furthermore, the interim government’s admission that it will see ‘how much of them can be achieved’ is worrisome. This quasi-formal approach implies a lack of credible agenda, task force or accountability mechanism which are essential elements to avoid another policy roller coaster.

If the government genuinely wants a stable path forward, it needs a specialised, sustainable education commission. This commission should be composed of experts who bring both experience and a deep commitment to empirical research. Only through such a body can Bangladesh develop a century-long vision for education aligned with the hopes and needs of future generations. This commission’s mandate would be to propose policy frameworks, guidelines and action plans based on data, research and stakeholder feedback, preventing the future administration from making haphazard changes. The interim government must ensure that this proposed commission has a clear mission, measurable objectives and the freedom to operate without partisan influence.

While the government’s immediate plans and pledges signal some awareness of the significance of education, they lack the systematic approach necessary for real transformation. Education is more than a national slogan. It prepares citizens for future, shapes shared values and develops essential skills. Many countries excel through visionary education: the historic universities of the United Kingdom stress critical thinking. The United States fosters entrepreneurship and interdisciplinary studies. France melds elite training with philosophical grounding. China’s STEM-based system fuels economic growth. Germany’s dual vocational model syncs with industry demands. And, Finland’s equitable schools lead global rankings. Have we in Bangladesh defined our identity? Our system must guide both professional development and civic well-being. As such, reforms cannot be thrown together to appease political exigencies. They must be grounded in robust data, reflect a long-term vision and be implemented with caution, continuity and transparency.

Bangladesh needs concerted efforts to rebuild and reshape its institutions after decades of kleptocracy, repression and policy negligence. The interim government stands at a crossroads. It can either continue with piecemeal, arbitrary reforms that leave the public wary or seize the opportunity to sow a philosophical seed for systematic and scientific education policy. By placing education at the heart of national rebuilding — and, by doing so through data-driven methods and broad-based consultation, it has the potential to usher in a new era of stable, inclusive development that will reflect the spirit of the recent uprising and serve generations to come.

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Asif Bayezid ([email protected]) is a doctoral student at the University of Edinburgh, UK.