In the aftermath of a student mass uprising that saw the resignation of Sheikh Hasina and the dissolution of parliament, Bangladesh鈥檚 educational institutions are now dealing with unprecedented changes. A wave of resignations across universities and colleges, with vice chancellors, pro-vice chancellors, proctors, registrars, and provosts has followed. While these resignations are often attributed to 鈥榩ersonal reasons,鈥� it is clear that they have been forced, driven by the mounting pressure from students and, in some cases, fellow faculty members.
The active involvement of students in calling for the resignation of university officials is not a new phenomenon. During the quota reform movement, students issued a nine-point demand, one of which was the resignation of vice chancellors and proctorial bodies at Dhaka, Rajshahi and Jahangirnagar universities. Their frustration was understandable; the university administrations鈥� responses to violence perpetrated by law enforcement and the Bangladesh Student League, the student wing of the ousted Awami League, were woefully inadequate, if not complicit, in the harm inflicted on students. Across the nation, similar scenarios played out, with administrative bodies appearing more intent on preserving their positions than safeguarding the students they were supposed to protect.
The demands for resignations have since cascaded down to secondary education, with students from schools and colleges urging the removal of principals and teachers who were perceived as complicit in or indifferent to the misconduct surrounding the protests. However, what began as a legitimate exercise of students鈥� rights to peaceful protest has spiralled into something far more troubling 鈥� a mob mentality that threatens to destabilise the very foundations of Bangladesh鈥檚 educational system.
The recent viral video of high school students attempting to physically coerce a principal into signing her resignation is a stark illustration of how far this mentality has spread. Such actions are not just counterproductive; they are emblematic of a broader societal shift in the teacher-student dynamic. Teachers, once revered as moral and intellectual guides, are now increasingly seen through a lens of suspicion and, in some cases, outright hostility. This shift is deeply troubling, not only because it erodes the respect traditionally accorded to educators but also because it undermines the stability and integrity of the educational system as a whole.
One of the root causes of this shift can be traced to the politicisation of educational institutions under the Awami League government. Similar politicisation happened, in a lesser degree, during the BNP government as well. Many high-ranking officials in schools, colleges and universities have been affiliated with the ruling party, and this affiliation has often been used as a justification for their removal. While there are certainly cases where individuals have used their positions for personal gain 鈥� whether through bribery, misuse of research funds or other forms of corruption 鈥� political affiliation alone should not be grounds for dismissal. To do so risks creating an environment where academic qualifications and professional integrity are secondary to political considerations, which is a dangerous precedent.
The forced resignations have already begun to create significant disruptions in Bangladesh鈥檚 educational institutions. The administrative vacuum left by the departure of key officials has led to delays in the resumption of classes, the payment of staff salaries and other critical functions. While some institutions, such as the University of Dhaka, have moved quickly to fill these vacancies 鈥� appointing Professor Niaz Ahmed Khan as the new vice chancellor, along with new pro vice chancellors and proctors 鈥� many others remain in limbo. This state of uncertainty not only hampers the academic progress of students but also threatens to derail the educational system鈥檚 long-term goals.
The broader implications of these forced resignations are also worth considering. In the short term, they may satisfy the demands of students and faculty who are eager to see a change in leadership. However, in the long run, they risk creating a climate of fear and instability within educational institutions. Qualified and dedicated educators may be deterred from taking on administrative roles if they fear that their tenure could be cut short by a wave of student protests. This, in turn, could lead to a situation where less qualified individuals, who are willing to toe the political line, assume positions of power, further eroding the quality of education in Bangladesh.
Moreover, the manner in which these resignations are being demanded raises serious ethical questions. The use of coercion and intimidation to force educators out of their positions is not only unjust but also sets a dangerous precedent for how conflicts within educational institutions are resolved. It is one thing to hold officials accountable for their actions; it is quite another to resort to mob tactics to achieve that accountability.
The role of students in shaping the future of Bangladesh鈥檚 educational institutions cannot be overstated. They have the right, and indeed the responsibility, to demand better governance, transparency and accountability from those in positions of power. However, this must be done through constructive and peaceful means rather than through the use of force or intimidation. The pursuit of justice should never come at the expense of fairness or respect for the rights of others.
In light of these challenges, it is crucial that both students and educators engage in a broader dialogue about the future of Bangladesh鈥檚 educational system. This dialogue should focus on finding ways to depoliticise educational institutions, ensuring that appointments to key positions are based on merit and qualifications rather than political affiliations. It should also address the need to restore the trust and respect between students and educators that has been so badly eroded in recent years.
The resignation of corrupt individuals is undoubtedly a necessary step in building a better education system in Bangladesh. However, it is equally important to ensure that this process is carried out in a manner that is fair, transparent and respectful of the rights of all parties involved. Forced resignations, particularly those achieved through coercion or intimidation, do more harm than good. They create a climate of fear and instability, undermine the integrity of educational institutions, and ultimately, do a disservice to the very students who are calling for change.
As Bangladesh crosses this period of transition, it is imperative that the pursuit of justice does not give way to a mob mentality. The future of the nation鈥檚 educational system depends on our ability to balance the need for reform with the principles of fairness, respect and integrity. Only then can we ensure that our educators are empowered to fulfil their true purpose and guide the next generation of Bangladeshis towards a brighter and more equitable future.
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HM Nazmul Alam is a lecturer in English and Modern Languages, International University of Business, Agriculture and Technology.
