Tale of Education Policy in Bangladesh: Development, Changes, and

Adaptation Approach

Abstract
Bangladesh's current educational system was imported from British India. The adoption of
growth techniques in all spheres of our lives, including the development of the education sector,
however, became possible when Bangladesh gained its independence in 1971. Without a
question, throughout the past few decades, the nation's educational system has advanced
significantly. This was made feasible by a combination of community activities, non-government
organization (NGO) involvement, and government policy supporting the growth of this particular
industry. Many things are still undone, though. The major issues facing our educational system
include expanding education in some areas, eradicating prejudice at all educational levels,
ensuring quality and purity, and battling corruption in the education industry. During their terms,
every political administration established at least one commission or committee on education.
Almost all commission reports included several useful suggestions for updating the educational
system but no results have ever been made public or even put into practice. However, changing
education systems have negatively impacted the quality of education. Therefore, this issue is
important to address to ensure a positive impact on the overall learning environment of
Bangladesh. The findings of this study will help policymakers and educational institutions to
make policies more inclusive, practical, and effective to arrange educational institutions better in
the upcoming future.

Introduction and Background

“Education is the most powerful weapon which you can use to change the world”
– Nelson Mandela
The key to a country's development is its educational system. Education enables people to
flourish in their local communities and countries, and it will help governments compete and
prosper in the global economy (Ahmad, 2005). It is the primary way to accomplish the objective
of reducing poverty. A well-educated populace that is modern in intelligence and brilliance and
has advanced thought can only guide the nation toward its progress. A country's backbone is its
educational system (Ahmed et al., 2007).
However, it has been impossible for us to put any kind of education strategy into place in the
forty years since Bangladesh gained its independence. Although Bangabandhu Sheikh Mujibur
Rahman, the founder of an independent country and the father of the nation, formulated the first
education policy on the initiative of the horrific assassination of Bangabandhu and his family
members, the conspiratorial power of the anti-liberation party to avenge their defeat on 15
August 1975. We took steps to destroy values, goals, and consciousness and began destroying all
our achievements. In subsequent years, six more education policies were prepared but were also
not implemented.
In 1996, 21 years later, the Awami League came to power; they again took steps to formulate an
education policy. This report was prepared in 1997 by "Education Policy-2000" and was
designed based on that report. But with the change of power, education policy was resorted to
again. In 2008, when Awami League formed the government with a victory in the national
elections, it entrusted the task of updating the policies with specific objectives to some eminent
academics. Later, it considered the views of people of different classes and professions. As it
recognizes the importance of public opinion and its responses, this education policy has gained
nationwide acceptance (Ministry of Education, 2000).

Statement of the Problem

Education has always been vital to society since it transcends caste, race, gender, and religion.
Educational policies are regulations created to aid educational institutions in effectively
instructing pupils. In Bangladesh, discussions about education reform have always been
contentious and much anticipated. From the colonial era to the present, every administration has
tried to develop and carry out a unique education strategy that reflects their ideas and vision for
the future of the country. Before it was finalized and published, Bangladesh's first education
policy was made available to everyone in 2010. As a result, the national education strategy of
2010—which made promises of change and advancement—became the genuine embodiment of
the country's values and conscience (Md Shahnawaz, daily star).
The first Education Commission, headed by renowned scientist and educationist Dr. Qudrat-e-
Khuda, was established shortly after our independence at the request of Father of the Nation
Bangabandhu Sheikh Mujibur Rahman to create an education strategy. A modern, science-based,
pro-people education policy has been developed by the Commission based on unrestricted
inquiry and thought. However, the assassination of Bangabandhu and his family on August 15,
1975, marked the start of the illegal takeover of power. This prevented Dr. Qudrat-e-educational
Khuda's policy from being put into practice. No action has been taken to address their basic
necessities, therefore the country has instead had to deal with fighting man's fate (National
Education Policy, 2010).
Returning to the Constitution, we can see that it is expressly stated in Article 17 that the state
shall construct a general, universal, and people-oriented educational system. There are various
educational streams in Bangladesh, however they go against the letter of the Constitution. There
are two language options, Bengali and English; secular madrasa education, which is
unfortunately dominated by religion. The Bangladeshi government has consistently pledged to
make education universally available, accessible, and mandatory. Through co-education and the
creation of distinct schools for girls, women's education was eventually promoted. Education is
acknowledged as a vital human right in the People's Republic of Bangladesh's Constitution. It
commands the government to ensure that all children get universal, free, and elementary
education that is focused on societal needs, as well as to end illiteracy (Ministry of Law Justice
and Parliamentary Affairs, 2000). The crucial fact is that the government struggles to fulfill
capacity or quality pledges, such as those related to school infrastructure, the number of
instructors, and access, mostly because of financial limitations. The amount of money allocated
to education by the government has increased, but Bangladesh still maintains one of the lowest
per-capita expenditures in South Asia and among developing nations (Teach For All, 2021). In
light of these changes and adaption strategies, the current study's goal is to discuss Bangladesh's
education policy.

Objectives
From British India to the Pak-Bangladesh period, all the education commissions or policies have
been formulated on detailed recommendations. The aim and purpose of education in the British
period were to achieve the thoughts, consciousness and interests of the British first. The
development of the Indians was not the main issue here. However, all the education commission
has placed more emphasis on primary education. It has been recommended to make this
education compulsory and unpaid. However, there is no clear indication of whether secondary
education will be compulsory. It is known from the history of education that privatization of
secondary education has been recommended starting from the British period. Each Education
Commission has played an essential role in the spread of education in the Indian subcontinent
and Bangladesh, and so have the distinctive features and observations of each Education
Commission for; which the importance and significance of all those commissions are universal.
The British Education Commissions had sown education seeds, and the Pak-Bangladesh
Commissions had collected fruits from those seeds and delivered them to the people.
However, all the education commissions set up during the Bangladesh period have been based on
the report of the Qudrat-e-Khuda Education Commission. The latest National Education Policy
2010 is a landmark step (Malak, 2013).
If all the recommendations of this education policy are implemented, it is expected that the
education system of Bangladesh will be similar to the education system of developed countries.

Research Question
In line with the statement of the problems, the study aims to address the following research
questions.

a. What are the major changes in the history of education in Bangladesh?

b. What are challenges for all the education commissions or policies in implementing their
suggestions in the history of Bangladesh?
c. How Bangladesh can ensure excellent/inclusive education by removing existing challenges?
Methodology
This study aimed to explore policy reform within education in Bangladesh while understanding
the role of key factors, including all the changes and adaptation approaches in contributing to the
policy change intended to improve education quality. The study focused on a qualitative research
methodology in the social sciences to understand the changes and adaptation approach of
significant policy reform initiatives in Bangladesh. The qualitative data was analyzed through
verbal descriptions.

Theoretical Framework
From the colonial era to the present the government of Bangladesh struggles to fulfill capacity or
quality pledges, such as those related to school infrastructure, the number of instructors, and
access, mostly because of financial limitations. The amount of money allocated to education by
the government has increased nowadays. In light of these changes and adaptation strategies, the
current study's goal is to discuss Bangladesh's education policy in light of Mccowan’s five
paradigms of development theory. In a book named “Education and international development:
an introduction Bloomsbury” McCowan outlined five paradigms of development theory e. g.,
liberal, Marxist, postcolonial, liberal egalitarian, and radical humanist in 2015. The key concepts
of these paradigms are:
Liberal Capitalist: With the vision of economic growth for 'catch-up' with developed countries
the strategy of liberal capitalist were to modernize economic activity and institutions, creating
skilled workers by changing their attitudes to increase proclivity. And education systems for the
schools were the instruments for producing productive workers.

Marxist: To get independence from economic exploitation for citizens the strategy of the
Marxist paradigm was de-linking from dependent relations with former colonial or neo-colonial
powers. Though, the education system was influenced by the former colonial power and
produced bumpy relations.

Postcolonial: Education was the tool for inactive indigenous cultures and articulation of critical
version. The strategy was to critique and rebuild of dominant thought of development to
represent other authentic voices.

Liberal Egalitarian: Coming up with the new vision of equal opportunity, basic rights,
personal well-being, and liberty the strategy of liberal egalitarianism was to ensure constitutional
guarantees, public obligations, and accountability. To ensure that, educational opportunity was
fair and open for all.

Radical Humanist: To increase awareness of freedom among the people to build a peaceful
society by empowering and developing individuals through education and training. So, education
played a crucial role in moving development and transforming society with effective learning
(Mccowan, 2015). In the following section, we will try to understand, “what are major issues
with the national education policies of Bangladesh?”

Results and Discussions

The development of education in this country during the British rule was only to propagate and
lay the foundation of their education culture in Pak-India, Bangladesh, and the whole world. The
interests of Bangladesh or Indians were secondary here. However, it is true that after the
introduction of European culture in this country, modernization has started in almost all fields
starting from the education system. After Lord William Bentinck became the country's
Governor-General in 1828, he saw the country's education system's state. He took steps to
expand and develop education (Ahuja & Ibrahim, 2006). Moreover, as we saw in the previously
mentioned Mccowan’s five paradigms of development theory, there was no government effort
behind the information gathered about indigenous education in the then Bangladesh territory
(Malak, 2013). As a result, the British government abolished domestic education and introduced
western education. Although the then rulers did not consider Adam's proposals acceptable, they
did not subsequently deny his policy in the primary education plan. The foreign rulers were
wholly ignorant and indifferent to the domestic education system (Ahuja & Ibrahim, 2006). They
considered domestic education unnecessary and worthless. Here are some notable educational
initiatives that were taken during deferent regimes.

British Period (1757-1947)

William Adam, the missionary preacher, mentioned that there were one lakh schools in Bengal
and Bihar in the three reports he submitted on domestic education under the direction of Lord
Bentinck, the then great lord of India. For the development of Indians, he recommended to the
big lord to opt for the native education system. Nevertheless, Lord McLean, a big lord executive
council member and head of the General Committee of Public Instruction, took a stand against
the domestic education system. As a result, the British government abolished domestic education
and introduced western education.

Ten Key Commissions/Committees of British Period

i. 1792- Charles Grant Education Commission
ii. 1813- Company Charter
iii. 1835- Lord Macaunay Committee
iv. 1838- Williams Adams Committee
v. 1854- Woods Education Dispatch
vi. 1859-Stanley’s Education Dispatch
vii. 1882- W W Hunter Education Commission
viii. 1919- M E Sadler Education Commission
ix. 1934- Sa Pru Education Commission
x. 1944- John Sergeant Education Commission (Hossain, 2021).
 Establishing the educational document in every province creates a comprehensive secular
education system. Woods dispatch was one of the first documents advocating formal education
for girls in Bengal. They tried to remove the native education from this country's soil and impose
English education on the people of this country in the name of so-called modern education.

Wood's Despatch
 Wood's Education Dispatch formed the basis of the education policy of east India's
Government in India in 1854. Because Wood's dispatch has some effect on the roots of
everything that has been changed and expanded in the field of education in India, namely
education administration and system. In a word, the basis of the education system that came to
Bengal and Bangladesh before the colonial Pakistan period in independent India was laid in this
famous educational document (Biswas & Agarwal, 1994).

Sadler Commission
A commission was formed in 1917 under the leadership of Michael Sadler. The report was
submitted at the end of 1919, called the Kolkata University Commission and plays an essential
role in the reform and planning of secondary education. It is a precious document in the Indian
education plan. The Board of Secondary and Higher Secondary Education have made many more
recommendations (Malak, 2013).
The Sadler Commission considers intermediate passes to be eligible for university admission.
Dhaka University was established in 1921 based on the recommendations of this commission.
This created extraordinary opportunities for higher education for the people of East Bengal. No
other report in the history of education in this country has ever been so evaluated. There is no
necessary aspect of secondary and higher education that this commission has not discussed.

Sergeant Commission
The main objective of the sergeant's plan was to raise the standard of education in England at the
level it was then to the level of education in India in the next 40 years. The real purpose of the
Sergeant Committee was to formulate a post-war education plan for British India. In
implementing such a costly education plan, the sergeant said that money could be raised if
needed during the war. Nevertheless, if we realize education in our minds, then it is not
appropriate to stop the progress of education due to lack of money

Pakistan Period (1947-71)

After the partition of India in 1947, various attempts were made to give specific direction to
Pakistan's education field. Following are the critical Education Commissions of the Pakistan
Period:
1. Maulana Akram Khan Education Commission- 1949
2. Ataur Rahman Khan Education commission- 1957
 3. Commission on National Education- 1958
4. Commission on Student's Problem and welfare-1964
5. Air Marshal Nur Khan Commission- 1969 (Khan, 2020).

To review the colonial educational system and reorganize the traditional system in light of
national ideology, the inaugural education conference was convened in Karachi from November
27–December 1, 1947. The conference's second main focus was the advancement of technical
and scientific human resources. The third item on the agenda was to create educational strategies
that would reflect the nation's creative abilities and aspirations. In the Education Conference at
Karachi Mohammad Ali Jinnah said, “…We have to build up the character of our future
generations. We should try, by sound education, to instill into them the highest sense of honour,
integrity, responsibility and selfless service to the nation. We have to see that they are fully
qualified and equipped to play their part in the various branches of national life in a manner
which will do honour to Pakistan.” While commenting on the quality of education, he said,
“Education does not merely mean academic education, and even that appears to be of a very poor
type” (GoP, 1989).

Education Commissions have occasionally been established with this goal in mind to create
recommendations for the reform and reorganization of the nation's educational system.

Key Education Commission and Policy of Bangladesh Period (1971- Present)

After the partition of India in 1947, various attempts were made to give specific direction to
Pakistan's education field. Major changes of the Pakistan period were to integrate madrasa
education with the conventional school system and integrate the conventional school system with
the ideological needs of the nation, to integrate lower and middle primary schools with primary
schools, and to adopt a comprehensive adult education program. The committee also advised that
Urdu and Bengali be substituted for English as the primary language of teaching in Pakistan by
1975 in addition to decentralizing the administration of education and forming the University
Grants Commission (Rahman et al., 2010).

After the independence of Bangladesh on 16 December 1971, under the leadership of

Bangabandhu Sheikh Mujibur Rahman, the first education commission of Bangladesh was
formed headed by Qudrat-e-Khuda. Earlier, the educational journey of this country started with
about two hundred years of British rule, twenty-four years of Pakistani exploitation, and a
discriminatory education plan. Educational institutions were severely damaged during the war of
liberation. After independence, the constitution of Bangladesh announced the introduction of a
people-oriented and universal education system with equal standards to provide free and
compulsory education to all children (Ministry of Law Justice and Parliamentary Affairs, 2000).
Following are the few education policies of Bangladesh.
  National Education Commission (1972) headed by Qudrat-e-Khuda
 Interim Education Policy (1978) headed by Kazi Zafar Ahmed
 Bangladesh National Education Commission(1987) headed by Mafiz Uddin Ahmed
 Shamsul Haque Education Committee (1997)
 National Education Policy 2000
 Bangladesh Education Commission (2003) headed by Professor Muhammad
Moniruzzaman
 National Education Policy (2010) headed by Professor Kabir Chowdhury (Hossain,
2021).

Present Education system of Bangladesh

Bangladesh's education system is divided into three levels: basic, secondary, and higher
education, or university. Public-private schools are run for five years primary, six years
secondary - 3 years junior, two years secondary and two years higher secondary.  Private schools
are funded independently. The third stage, or university-level education, lasts three to five years
in Bangladesh. Under government sponsorship, 36 public universities, 69 private universities,
and associated institutions operated by the University Grants Commission are used to deliver
education. Bengali or English are available as options for students' preferred language of
teaching. The top state office for education is the Ministry of Education. Under it, there are
numerous departments. Various development initiatives serve as the conduit for these
departments' efforts (education projects and technical projects).

The success of the education Policy in Bangladesh

Following are the critical success of the education policy in Bangladesh.
Formation of Education Commission
Good education and skilled human resources were necessary to fulfil the freedom gained through
bloody struggle. So, the tiny country could handle more population pressure at least a little bit.
So, education is one of the most critical sectors in the post-independence period. As the
education sector gained importance, a commission was formed within six months of
independence to overhaul the education system left behind by the Pakistani ruling class.
The commission headed by Dr Qudrat-e-Khudar published its report on 30 May 1974.

Compulsory and Unpaid Primary Education Act

Unpaid and compulsory education has been included in our supreme law and constitution as
principles of the state. Article 17 of the constitution states that the state shall: (a) put in place the
necessary steps to create a people-centered, universal education system that will guarantee all
boys and girls free, compulsory education up to the legal minimum level (Ministry of Law
Justice and Parliamentary Affairs, 2000).
Teacher Student Ratio

Amazingly, all types of schools had less than 5 teachers on staff as of 2008. At the tertiary level,
one of the most significant aspects in nurturing a healthy standard of education is a low teacher
to student ratio, or in other words, maintaining small class sizes. The teacher-student ratio in
public schools was 54, and in private schools—including madrasahs—it was 35.
On 2 June 2003, the government transformed the Department of Primary and Mass Education
into the Ministry of Primary and Mass Education with a commitment to meet the minimum
education needs. This law is a significant addition to the education system in Bangladesh.
Although there are questions about the quality of primary education, the number of students in
primary education has increased significantly due to this law, which has reached almost one
hundred per cent, which is an excellent achievement for a developing country like ours. 

The decreased dropout rate at all levels

Another significant achievement in our country's education system is reducing students' dropout
rates. In the past, in most cases, most of the students dropped out after completing a certain level
before they were admitted. In this regard, Bangladesh has made significant progress in the past
years. According to a 2018 report by the C.R.I., the rate of storms at the initial stage, 18 per cent
in 2015, has come down to 5 per cent just three years later. At the secondary level, the rate was
61.38 per cent in 2006. Exactly ten years later, in 2018, this rate came down to 38.30 per cent
(Sabates & Lewin, 2010). 

Book distribution
It can be said that the education sector entered a new horizon in 2010. From this year onwards, free
book distribution activities have started in all education streams up to the secondary level. From 2010 to
2019 academic year, 296 crores 7 lakh 89 thousand 172 copies of textbooks have been distributed to the
students at different levels
Literacy rate
Bangladesh is committed to raising the literacy rate to 100 per cent by 2030 in the UN-declared
S.D.G.sS.D.G.s. Only time will tell how far that promise will go. There has been significant
progress in literacy in the post-independence period. In 1974, the literacy rate of the population
aged six years and above was 26.8 per cent. According to the Bangladesh Bureau of Statistics
(B.B.S.B.B.S.), the current literacy rate is 73.9 per cent (Sarker & Davey, 2009).

Primary school nationalization

The basic foundation of education is primary education. In our country, there are laws for free
and compulsory primary education. Therefore, nationalising primary schools is crucial to making
primary education accessible and ensuring all basic education. From July 1, 1973, to July 1975,
36,165 primary schools were nationalised in just three years. Following this, 26,193 more
schools were nationalized in January 2013 (Government of Bangladesh, 2011).
Gender equality.
At one time, girls' participation in education was negligible compared to boys. As a result of
various steps, that picture has now changed. According to the United Nations Development
Program (UNDP) Millennium Development Goals (M.D.G.sM.D.G.s) progress report, the
literacy rate among 15- to 24-year-olds in Bangladesh is 75.4 per cent. The rate of female
education is 76. 4 per cent. Among these ages, the male literacy rate is 74 per cent. As a result,
the female literacy rate is 2.6 per cent higher than males.

Conclusion
Despite the creation of seven education commissioners and committees since independence and
three more under the Pakistani administration, development in the education sector has remained
static. None of their proposals or findings have been put into practice (Daily star).

The practice of comparative schooling is widespread. Each nation places a strong emphasis on
the establishment and advancement of its educational system in accordance with its own
educational goals and objectives. A nation's educational system's mainstream might vary at
various points in time and under various circumstances. A country's primary and economic
development of education depends on its ability to identify the components of its educational
system that are transformative. Comparative education, in the opinion of contemporary
educators, is crucial to assuring the caliber and advancement of education.

Comparative education only enables one to gain a solid understanding of the attributes,
characteristics, structures, and political systems of various nations. The investigation,
examination, and review of other nations' educational systems is known as education reform. It
gauges the domestic education system's compliance with international norms. Only with the
consideration of comparative education have new technologies in media systems, classroom
learning, and digital content preparation spread. Reaching further into the networks of
comparative learning and idea sharing has been possible. In other words, comparative education
is a method of enhancing one's own country's educational system by researching or examining
the educational systems of other nations. Additionally, by fusing fresh viewpoints and ideas in
the sphere of education, one can contribute to the socioeconomic development of their own
nation.
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