Education was once the light of a candle that guided the way of knowledge and humanity. But today that light is almost extinguished, only the smoke remains. In this smoke, students are searching for certificates, teachers are seeking results, and society is searching for slaves of rote learning. Yet education was supposed to be the key to freedom, the window of knowledge. Now that window is closed, and fog has gathered inside.
The current education system of Bangladesh has long been trapped in a rote-learning tradition. From primary to higher education, students are swallowing the words of book pages but not thinking about where to apply that knowledge. The eagerness to learn something new has been replaced by the competition for good grades. Textbooks have become question banks, teachers have turned into mark-givers, and students have become exam machines.
Although millions of students earn degrees every year, they still lack real-life skills. In offices, industries, or media, the dominance of certificates over competence is evident everywhere. According to several recent education surveys, more than 60 percent of university students in the country cannot apply their academic knowledge in real life. They may perform well in exams but fail to meet the practical needs of the workplace. On the other hand, school students fear science or mathematics because they try to memorize rather than understand. When a student studies only for marks, their creativity and critical thinking gradually die out. This result-oriented mentality eventually renders the entire nation lifeless.
There are many reasons behind the crisis in Bangladesh’s education system. Firstly, our education policy is not practical. The curriculum contains more memorizable information than applicable knowledge. Secondly, teacher training and classroom methods are still outdated. Teachers often focus only on exam questions and do not encourage students to think. Thirdly, the evaluation system itself is rote-based. The question patterns in exams offer little room for analysis or creativity. As a result, students become habituated to passing exams through memorization. Fourthly, family and social pressure are also major causes. Parents worry more about grades and board results than about the joy of learning. Society too recognizes those results as a measure of merit.
To change this reality, the purpose of education must first be redefined. Education is not only about scoring high marks in exams it is a means to build life and a force to change society. Firstly, practical subjects must be included in the curriculum. Science, literature, social science, and economics should all contain examples related to real life. Secondly, classroom teaching methods must be changed. Teachers should be guides who inspire students to think, ask questions, and seek explanations. Thirdly, the evaluation system should include creative questions, oral discussions, project-based exams, and practical work experiences. Fourthly, families and society must understand that the meaning of education is not just a certificate but the ability to understand life.
Finally, education policy at the government level must be designed to enhance technology, research, and skill development. Universities must encourage research because research strengthens the foundation of a nation’s knowledge. Bangladesh is moving forward on the path of development, but if artificiality and rote culture remain at the root of education, the foundation of that development will be like a house of sand. We want an education system where students will discover themselves, understand society, and love learning. We must not forget that the student who is now exhausted by rote learning will lead tomorrow’s society. Reform is not just about changing books but also about changing mindsets. If education is not connected to life, it becomes nothing but a heap of information, not knowledge.
