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WHEN examining Bangladesh’s education system, it is essential to recognise the need for lasting reforms to ensure sustainable development and align with global standards. Over the years, both before and after independence, numerous education commissions and policies have been introduced to enhance and reform the system. These commissions have consistently recommended various changes to restructure education in line with the country’s evolving socioeconomic landscape.

Following the partition of India, the Pakistani government established the Maulana Akram Khan education commission in 1949 to create an effective education system for East Bengal. The commission proposed various structural reforms and improvements in educational quality, with a particular focus on secondary and higher education. However, these recommendations saw little progress in implementation. Formed soon after the creation of Pakistan, the commission struggled to build a modern, national education system, as it largely adhered to the colonial British framework. It overlooked the specific infrastructural needs of East Pakistan and failed to give due consideration to the region’s local culture and language. Additionally, the central government’s tight control and inadequate funding for East Pakistan’s education further hindered progress.

During Pakistan’s rule, the Ataur Rahman Khan education eommission (1957) was established with the goal of creating a more egalitarian education system in East Pakistan. The commission proposed making primary education free and bringing primary schools under government control to enhance accessibility. However, despite the recommendation for free primary education, the lack of sufficient financial resources for East Pakistan hindered its implementation. Similarly, the proposal to nationalise primary education could not be fully carried out. The commission’s efforts were further hampered by the provincial government’s limited autonomy, making it challenging to effectively implement the recommendations.

Following Bangladesh’s independence, under the leadership of Bangabandhu Sheikh Mujibur Rahman, the Qudrat-e-Khuda education commission was established in 1972 with the aim of modernising the education system and incorporating the values of the liberation war. The commission proposed significant reforms, including extending primary education to eight years and secondary education to four years, alongside introducing a grading system, curriculum development and promoting creative learning methods. Despite its forward-looking recommendations, political instability and economic difficulties hindered the implementation of many of these proposals. The suggested changes to extend the duration of primary and secondary education were never fully realised, and reforms to the curriculum and evaluation systems were frequently altered under political pressure. Although the commission called for building essential infrastructure to support education, this too remained largely unfulfilled.

Following the political changes in 1975, the Sharif education commission was established in 1977 with the aim of reforming Bangladesh’s education system. The commission’s key recommendations included making primary education compulsory and improving the quality of secondary and higher education. Its primary focus was on enhancing educational standards and implementing structural reforms. However, due to ongoing economic and political instability, many of the commission’s proposals were not realised. Although compulsory primary education was a priority, it was never implemented. The commission also struggled to establish a neutral educational framework, and no major structural reforms took place.

During the military regime, the Mofizuddin education commission (1987) was established to bring reforms to Bangladesh’s education system. This commission notably emphasised the importance of pre-primary education for the first time and highlighted the need for religious education. It also recommended removing political interference from educational institutions to create a more neutral academic environment. However, the commission faced challenges in fully integrating religious education into the mainstream system. Political influence continued to undermine the educational landscape, preventing the complete implementation of the commission’s proposals. Additionally, key recommendations for research and development in higher education were left unrealised due to these limitations.

During Sheikh Hasina’s first term, the Shamsul Haque education commission was established in 1997 with the aim of enhancing the quality of education in Bangladesh. The commission revisited and revised the earlier recommendations made by the Qudrat-e-Khuda education commission, suggesting several reforms to modernise the education system. Although some of the Qudrat-e-Khuda commission’s proposals were reintroduced, political and economic challenges hindered their full implementation. One of the few changes enacted was the introduction of a grading system in secondary education, but it did not lead to significant improvements in education quality. The pervasive influence of partisan politics within educational institutions made it difficult to maintain transparency and neutrality, limiting the overall impact of the reforms.

During the BNP government, the Mohammad Moniruzzaman Miah education commission was established in 2003 to reform and improve Bangladesh’s education system. The commission made 880 recommendations aimed at modernising education, including the use of technology, television channels and distance learning. It also proposed making education compulsory for five-year-old children and enhancing the quality of education through technological integration. However, the implementation of these recommendations faced significant challenges due to technological limitations and economic constraints. Additionally, the commission’s goal to improve coordination across different levels of education was not fully realised.

During Sheikh Hasina’s second term, the National Education Policy-2010 was introduced, drawing from earlier education policies. The policy aimed to make primary and lower secondary education mandatory for eight years and proposed broad reforms across the education sector. While it built on prior recommendations, the implementation was delayed, and political pressures led to significant modifications. Despite efforts to introduce creative assessments in the curriculum and examination processes, the policy fell short in fostering inclusive development and establishing an integrated curriculum. Ultimately, the lack of effective execution hindered the policy’s success in achieving its goals.

In 2021, under the Sheikh Hasina government, the National Curriculum 2021 was introduced with the aim of enhancing the quality of education in Bangladesh. The new curriculum proposed implementing continuous assessment and revising the grading system in secondary education, set to begin in 2023. However, from its inception, the curriculum faced criticism for being underdeveloped and not sufficiently aligned with the country’s needs. Critics argued that the development process did not adequately involve feedback from various stakeholders. Additionally, the curriculum was seen as lacking sufficient focus on fostering students’ mental, physical and skill development.

The failure of various education commissions in Bangladesh to achieve full implementation can be attributed primarily to political instability, financial limitations and administrative shortcomings. Successive governments have often sought to impose their own policies, disrupting the continuity of previous education reforms. Many recommendations from these commissions were not realised, particularly due to an inability to align the education system with the technological advancements of the early 2000s. Additionally, the pervasive influence of partisan politics within educational institutions, coupled with corruption in administrative processes, has severely impacted the educational environment, undermining efforts to improve quality and hindering the long-term development of the education system.

Why does Bangladesh establish a new education commission with every change in government? Several key factors drive this frequent practice, rooted in the political, socioeconomic, and structural challenges within the education system. Education serves as the mental and cultural foundation of a nation, shaping the outlook of its people. Every incoming government aims to imprint its political ideology and values onto the education system. If the existing system does not align with their vision, the new administration seeks to reshape it, often through the formation of a new education commission. These commissions allow governments to reform the curriculum, often incorporating their party’s history or political ideals into textbooks. This pattern reflects an ongoing struggle to balance political priorities with the need for consistent, long-term educational development.

Moreover, each new government tends to view the previous government’s education policies or commissions as flawed or inadequately implemented. Upon taking office, they attempt to rectify these perceived shortcomings by introducing new education policies aimed at improving the system. While these commissions often present valuable recommendations, the lack of continuity between governments disrupts long-term progress in education. A notable example is the Qudrat-e-Khuda education commission of 1972, whose many recommendations were not fully executed. Later commissions revisited similar ideas, but political and economic obstacles continued to hinder effective implementation.

In addition, international organisations like UNESCO, the World Bank and other development partners have consistently offered guidance to Bangladesh to enhance its education system. With each new government, there arises a need to reform and update the education structure to align with global standards. In response, successive governments often establish new education commissions to develop a system that meets these international expectations and requirements. These commissions aim to modernise education policies and ensure they reflect global benchmarks, addressing both local needs and international demands.

Furthermore, Bangladesh’s education system is divided into distinct streams, including general education, madrasa education, and English-medium education. Successive governments have sought to reduce these disparities and work towards a more unified education system. However, despite the recommendations of several education commissions, these gaps have persisted. Each new government forms commissions with the intention of addressing these inequalities, but they encounter challenges in terms of clear objectives and effective implementation. For instance, the Shamsul Haque education commission of 1997 proposed various measures to promote equity in education, yet political and financial constraints prevented its recommendations from being fully implemented.

Additionally, each government pledges to enhance the quality of education and frequently makes substantial changes to the examination system. When a new administration takes office, it aims to reform the evaluation process or introduce new testing frameworks to improve educational standards. To achieve this, new commissions are often established, tasked with revising the assessment system. Examples include the introduction of the ‘creative method’ and periodic changes to the Junior School Certificate and Primary Education Completion examinations. However, the lack of continuity in these reforms often leads to confusion among students, disrupting the consistency of the education system.

Besides, each government in Bangladesh tends to view the corruption and inefficiency in the education system as a legacy of the previous government. In response, new education commissions are often established with the aim of tackling corruption and promoting good governance within the sector. However, despite these efforts, institutional weaknesses and political interference remain significant obstacles to implementing reforms. For instance while the Mofizuddin education commission (1987) emphasised the need to reduce corruption and political influence in education, these issues continue to persist in many educational institutions today.

Likewise, every government wants to increase the use of technology in education to keep pace with the advent of new technologies. After assuming power, a new government forms an education commission centred on using modern technology and digital platforms in education. However, a lack of technological infrastructure and institutional coordination presents challenges to successful implementation. The national curriculum 2021 proposed extensive use of technology in education, but various limitations were evident from the outset.

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Does political instability hold back education reforms?

IT IS evident that in Bangladesh, the formation of new education commissions following each change in government is primarily driven by political, economic and social factors. Each incoming government tends to prioritise its political ideology, often seeking to align the education system with its own agenda. While it is sometimes necessary to establish new commissions to address the evolving needs of education and reduce disparities, frequent changes have resulted in a lack of continuity and long-term planning. This instability has significantly hindered the consistent development of the country’s education sector. A key issue is that each government introduces its own set of reforms, often neglecting or altering the recommendations made by previous commissions. This cycle of constant change disrupts the education system and prevents the implementation of sustainable policies that could have long-term benefits. Without a cohesive, politically neutral approach, efforts to improve education quality are often short-lived, resulting in inefficiencies and confusion within the system.

A solution to this issue lies in the development of a permanent, sustainable and politically neutral education policy. Such a policy would reduce the need for frequent commissions, allowing for more consistent and focused efforts toward improving the quality of education. A stable education framework, insulated from political influence, would not only enhance the quality of teaching and learning but also ensure greater equity across different sectors of society. Moreover, a long-term plan guided by a permanent education commission could foster stability and continuity, aligning Bangladesh’s education system with international standards. This approach would support the country’s broader socioeconomic development, ensuring that future generations receive a quality education that prepares them for the challenges of a globalised world.

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Sabbir Ahmed Chowdhury is an assistant professor, Institute of Education and Research, University of Dhaka.