Cancellation of Primary Music Teacher Recruitment: A Short Sighted Decision

Published on: March 26, 2026 

In a country such as Bangladesh, where the education system often rewards conformity over diversity, the cancellation of primary music teacher recruitment seems like a decision that may further reinforce an already deeply flawed structure rather than fix it. It may seem like a pragmatic decision at first glance, perhaps we do not have enough funds to integrate such a program right now. However, it reveals a starker reality and a deeper issue. That we, as a society, believe education to be an exam-oriented affair that will produce employable workers with high test scores rather than ensure holistically developed human beings. 

The education system in Bangladesh is unforgiving as it is. It puts children under immense academic pressure and holds very little leeway for anyone who cannot roll with the punches. Any child who does not thrive in a conventional rote learning environment does not have any other alternative to turn to. Yet research tells us that children have aptitudes towards different kinds of learning. Howard Gardner’s Theory of Multiple Intelligences states that everyone has different strengths and learning styles that suit them. 

Furthermore, intelligence comes in various shapes and sizes, amongst which musical intelligence is one. So not every child achieves meaningful learning through textbooks or lectures. Some may just learn more effectively through music lessons. Therefore, the cancellation of music teacher recruitment sends the clear message that there is only one “Right” pathway to education and any other forms of intelligence will not be accommodated. It is fundamentally counterproductive to our overall goal of achieving an inclusive education system. Instead, it sets a rigid and narrow framework, effectively creating a biased educational structure that ostracizes those who may have excelled in non-traditional areas. 

This decision further proves that we misunderstand the purpose of pre primary and primary education. Education at this stage is supposed to lay a strong foundation for children. To develop basic cognitive functions, linguistic abilities and socio-emotional skills. Jean Piaget has stated that children during this stage learn best through active engagement and sensory experiences. Music inherently aligns with this. Learning through rhythms, movement, songs has proven to be much more effective than just passively inhaling information. 

Additionally, this decision ignores the rich cultural heritage we have which is embedded with music. Baul, Bhatiyali, Jari, Shari, Lalon Geeti and more. Formal music classes could have served as a meaningful way to introduce and expose the younger generations to these, especially at a time when most are disconnected from their roots. 

The education system of Bangladesh has undergone more than enough upheavals in the last decade. Amidst this turbulent times, the recruitment of music teachers in primary education seemed like the nation was finally taking a right step towards building a more inclusive and sustainable system. In light of that, the cancellation of this post, feels like a massive setback. In my opinion, this will prove to be short sighted decision, particularly in the field of primary education. It is one of those decisions that may seem to appease the masses in the short term but falls apart miserably in the long run.