The Education Gazette - Thoughts on the Education Reformation Comission of Bangladesh

Education Reformation Commission has been quite of debate in recent times. Dr. Mohammad Mahboob Morshed had have shared his thoughts with us on this.

Dr. Mohammad Mahboob Morshed is currently working as an Associate Professor of Educational Psychology at Institute of Education and Research, University of Dhaka. Previously, he has completed his Masters in University College London and his PhD from University of Massachusetts Amherst.

Interviewed on: July 15, 2026

Good morning, sir. We were wondering if an Education Reform Commission were established today, what would be your expectations from such a commission as a faculty member of the Institute of Education and Research (IER) and as an educationist with years of experience in this field?

Well, I believe establishing such a commission would be a positive step. Our educational decision-making process has rarely been based on research and rational analysis. Most decisions are taken as immediate responses to circumstances, often from an administrative or bureaucratic perspective rather than through pedagogical thinking or a long-term educational vision. For example, during the recent flood crisis, there was uncertainty about whether public examinations should continue. Such situations demonstrate why we need a comprehensive national education policy framework and emergency guidelines. Critical decisions cannot depend on last-minute arrangements.

However, I think establishing a commission alone will not solve our problems. If you look to the past, our country has had several education commissions since independence, beginning with the Qudrat-e-Khuda Education Commission in 1974 and later the National Education Policy 2010. Many recommendations have remained limited to official documents because implementation mechanisms were weak. If we establish an Education Reform Commission, it must be a high-powered, independent, and legally established body. Its authority should be clearly defined so that the government is accountable for implementing its recommendations. It should not be a temporary body; rather, it should have a permanent structure to provide continuity and stability.

From where I perceive, the commission should provide the overall policy direction and strategic vision, while separate technical committees should work on specific sectors such as primary, secondary, higher, technical, vocational, and non-formal education. Most importantly, the commission should develop an implementation framework outlining short-, medium-, and long-term priorities, including financial requirements, budget allocation, timelines, and resource planning. Without such an integrated approach, simply creating a commission will not create meaningful change.

What do you consider the fundamental problems within our education system? If such a commission is formed, what should be its priority areas?

One of the most significant challenges is equity and inclusion. Education has, in many ways, become a source of inequality. Different groups receive vastly different educational opportunities, and many people are unable to exercise their basic right to quality education.

The first question is whether marginalized communities have access to education, and if they do, whether they are receiving education of acceptable quality. The second major issue is educational quality. Evidence from National Student Assessments and public examinations indicates that students’ actual learning achievements remain below expected standards and international benchmarks. Improving learning outcomes should therefore be a central priority. The third issue is relevance. We need to ask whether the education we provide is meaningful for students’ lives. Education should not only provide academic knowledge but also develop moral values, social responsibility, and the ability to function effectively beyond textbooks.

At a broader level, I think we need to clarify our educational philosophy. We need to answer to the question that what kind of education system do we want to build? What is our long-term vision? Currently, our governance structure and institutional coordination remain weak. Our education system consists of multiple sectors: primary, secondary, higher education, madrasa, and technical education but they often function separately without sufficient coordination. We need to view education as an integrated system rather than addressing each sector independently. As I often say, having many separate beads does not create a necklace unless they are connected through a proper design. Our education system lacks that grand design.

Another major concern I feel is national commitment. Commitment is not only about increasing budgets; it is about whether education truly receives priority in national thinking and policymaking. Education and health generate long-term social returns, yet we have not demonstrated the level of commitment necessary for sustainable transformation. Unless we address these fundamental issues as vision, governance, coordination, and implementation, our discussions about educational reform will remain only rhetoric.

IER is primarily an institution responsible for preparing teachers. In this context, how can an Education Reform Commission contribute to strengthening teacher education and professional development?

Well, there is already substantial research on teachers’ professional conditions, teaching quality, and teacher training. The first step should be to seriously consider these research findings while designing future policies. If we want to build a quality education system, improving teachers’ professional status, welfare, and capacity is essential. This requires a long-term roadmap rather than short-term initiatives.

One important area is pre-service teacher education. Teachers should not enter classrooms without adequate preparation. We need a comprehensive master plan that ensures teachers acquire the necessary competencies before joining the profession. Professional development should also continue throughout teachers’ careers. In-service training, professional learning opportunities, and capacity-building programmes should become continuous processes.

However, teacher training must be connected to our own educational realities. International theories and practices can provide valuable insights, but training programmes must be practical and responsive to Bangladeshi classrooms. Moreover, teachers need continuous support after training. There should be mentoring, follow-up mechanisms, supervision, and professional guidance to ensure that teachers can apply their learning effectively.

IER can play a significant role in this process by providing technical expertise, policy support, research-based guidance, and professional development initiatives. Different IERs across universities can contribute to technical committees formed under the commission. However, IER should not be considered an implementing agency. Its role is to provide technical assistance, capacity development, and professional support.

You mentioned that transitions between primary, secondary, and higher education are often problematic, and dropout rates increase during these stages. Can you please share your thoughts on what measures can ensure smoother transitions?

Look, this issue has multiple dimensions. It is not only about educational transitions but also about equivalence among different streams of education. Bangladesh has a highly diversified education system, including Bangla and English versions of the national curriculum, Qawmi and Alia madrasa systems, and English-medium schools following international curricula. We need greater coherence among these streams.

At least at the foundational level, all students should receive a common educational foundation. Diversification is appropriate at higher levels, but basic education should create shared competencies to maintain social cohesion. To ensure smooth transitions from primary to higher education, we need a comprehensive sector-wide educational plan. Such a plan should clarify what students should achieve at each stage, how competencies develop across levels, and how one educational stage connects with the next. A major challenge is weak institutional coordination. Different bodies responsible for curriculum development and education management often operate separately. For example, primary and secondary curricula are developed independently, resulting in weak vertical alignment. Students frequently experience significant gaps when moving from one level to another.

We also lack effective systems to identify and address students’ learning deficits. Many students complete primary education with weaknesses in foundational literacy and numeracy, but there are limited mechanisms for providing remedial support. Students from disadvantaged backgrounds suffer the most because they often lack access to additional learning opportunities outside school. Therefore, targeted support systems are necessary. I also believe every student should have a cumulative educational record from pre-primary onward. This record should include academic progress, strengths, challenges, developmental information, and relevant socioeconomic factors. Such information would help institutions provide better support during transitions.

Transitions should not be understood only academically. They are also social, emotional, and psychological processes. Students face different developmental challenges during adolescence and when entering higher education. Guidance and counselling services are therefore essential for supporting these transitions.

Sir, so far, we have discussed education reform from the perspective of government and policy institutions. Now, moving to the micro level, how can we ensure politically independent educational institutions? Specifically, in schools and colleges, internal politics often influences School Managing Committees (SMCs). What measures you think that can be taken to address this issue?

As you can see, education inevitably has a political economy, and this reality cannot be ignored, especially in Bangladesh. Historically, educational institutions developed through contributions from local philanthropists, influential community members, and socially respected individuals. Many people supported education by donating land, constructing buildings, and providing financial assistance. However, over time, political influence has become increasingly connected with educational governance.

The original purpose of School Managing Committees was to strengthen the relationship between educational institutions and their communities. Unfortunately, in practice, many committees have gradually become influenced by local political interests rather than focusing on educational development. If we want to reform SMCs, we need to reconsider their composition. Members should be individuals who genuinely understand education, have appropriate qualifications, demonstrate integrity, and are committed to improving educational institutions. However, academic qualifications alone are not sufficient. A person’s ethical character and commitment to education are equally important. Therefore, along with minimum qualification requirements, there must be a strong accountability mechanism.

Recent reform attempts in this area require further consideration. We need to rethink the composition of these committees and provide greater opportunities for pedagogical experts, experienced teachers, educated professionals, and individuals with meaningful contributions to education. At the same time, we must carefully review their responsibilities, particularly financial authority and accountability structures. Nevertheless, we should not eliminate community participation in educational governance. Public involvement remains important. Therefore, rather than immediately adopting a single model, we should pilot different governance approaches, evaluate their effectiveness, and develop policies based on evidence.

Following the recent student-led mass movement, many demands for reform emerged from different sectors, including education. In your eyes, how can an Education Reform Commission accommodate these aspirations?

At its core, those demands emerged from a broader concern about inequality. Addressing inequality is essential, but equality does not mean treating everyone identically. This is where the concept of equity becomes important. For example, a child growing up in Gulshan, Dhaka, and another child from a remote area such as Tahirpur in Sunamganj do not begin their educational journeys from the same position. Their social and economic contexts are different, and policies must recognize those differences.

An Education Reform Commission should adopt equitable and quality education as its central principle. It should examine existing challenges through evidence, consult relevant stakeholders, and develop a comprehensive reform strategy. However, reform cannot happen overnight. The commission must differentiate between short-term, medium-term, and long-term priorities.

If a commission is genuinely committed to equitable education and engages meaningfully with teachers, students, policymakers, researchers, and communities, it can develop a practical roadmap for transforming the education system. Ultimately, the success of such a commission will depend on genuine commitment and the willingness to implement meaningful change.

One last question, sir. As we conclude our discussion, looking five or ten years ahead, how would you like to see Bangladesh’s education system evolve?

If I speak about my aspirations, I would like to see an education system where education becomes a means of developing humane, responsible, and ethical citizens. I do not want an education system that only produces highly skilled individuals without moral values. Competence must be accompanied by integrity, social responsibility, and a commitment to humanity. I envision citizens who possess the knowledge, skills, and competencies necessary to contribute both nationally and globally. They should engage in research, innovation, and knowledge creation rather than relying primarily on rote memorization.

Education should develop individuals who can contribute to the advancement of society while maintaining strong ethical principles. Achieving this vision requires appropriate policies, sustained commitment, and continuous effort. However, we must recognize that educational transformation is a long-term process. It cannot be achieved overnight.

Thank you very much, sir, for sharing your valuable insights.

You are most welcome!

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