BANGLADESH is facing an alarming decline in science student enrolment at the higher secondary certificate level and, as a result, the country now stands at a critical crossroads. While Asian nations such as Japan, South Korea, China, Vietnam, Singapore and Malaysia surge ahead on the engines of science and technology, we are witnessing a significant aversion to and decline in science student enrolment. This trend stands in stark contrast to our own rich legacy 鈥� a history illuminated by minds who helped shape the world鈥檚 understanding of the universe.
How can a nation that produced Professor Jamal Nazrul Islam, whose work on the fate of the universe earned the admiration of Stephen Hawking, be losing its future scientists? How can the land of Sir Jagadish Chandra Bose, the father of radio science who first proved that plants have life, struggle to inspire a passion for discovery? This same soil nurtured Satyendra Nath Bose, whose collaboration with Albert Einstein contributed to the discovery of the 鈥楪od Particle鈥�, as well as brilliant innovators like Dr Maksudul Alam, who decoded the jute genome, and Dr Ataul Karim, the inventor of the magnetic train.
Despite this heritage of brilliance, our classrooms tell a different story. The statistics are a wake-up call. At the secondary level, the percentage of science students has stagnated, hovering around 31 per cent between 2018 and 2022, even dipping to 28 per cent in 2021. At the higher secondary level, the situation is even more dire. We are not merely losing numbers; we are losing the spirit of inquiry.
So, where is the disconnect? The problem is systemic, rooted in several core issues.
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Cracks in the foundation
THE primary reason students shy away from science is a weak educational foundation. Mathematics is the language of science, yet countless students struggle with it from an early age. Without a solid grasp of maths, the complex and beautiful world of physics, chemistry and biology becomes an intimidating wall of abstract theory, rather than a field of exciting possibilities.
Our education system often prioritises rote memorisation over genuine understanding. The curriculum is heavy on theory but light on the hands-on, practical learning that makes science come alive. In an age when developed countries champion experiential learning, our students are too often stuck memorising facts for exams, with little opportunity to conduct experiments in well-equipped laboratories. This is compounded by hasty curriculum changes, frequently implemented without sufficient research, leaving both teachers and students confused and disheartened.
A nation that does not value its teachers cannot expect to build a generation of thinkers. In Bangladesh, teachers are often underpaid and overworked. Many are forced to rely on private tutoring to support their families, which can detract from their focus in the classroom. This lack of investment means we fail to attract and retain the most skilled and passionate educators who can make learning a joyful, vibrant experience.
For students and their families, the path of science is fraught with financial and social pressures. Science education can be expensive, requiring private tutors and additional support that many cannot afford. Furthermore, the uncertain job market for science graduates leads many to question the return on such a difficult and costly investment. When a student sees that the toughest academic path does not guarantee a secure future, the appeal of easier streams becomes undeniable. In a final, discouraging twist, some schools force students into science against their will, leading to failure and reinforcing the perception that science is only for a select few.
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A blueprint for revival
THIS decline is not irreversible, but it demands immediate and decisive action 鈥� not just discussion. Here is a clear path forward:
The revival must begin in primary and secondary school. We need to invest heavily in skilled mathematics and science teachers at the foundational level. A strong start in these subjects will make science education a natural and accessible choice for students later on.
We must shift from rote memorisation to hands-on, experiential learning. This means simplifying the curriculum to focus on core concepts, modernising teaching methods and establishing advanced, functional laboratories in every educational institution. Learning should be an engaging and joyful process of discovery.
A nation鈥檚 priorities are reflected in its budget. We must significantly increase investment in the education sector to improve teacher salaries and provide them with the respect and resources they deserve. A motivated, well-compensated teacher is the single most important asset in our educational ecosystem. Therefore, a balanced budgetary allocation in proportion to our GDP for education will help us reach the projected heights in science education.
We need to actively promote the joy and importance of science. Organising more science fairs, quizzes and educational tours can ignite curiosity. By creating engaging online content 鈥� such as videos explaining key topics 鈥� we can make learning accessible to all. We must celebrate our scientists, past and present, as national heroes to inspire the next generation.
The decline in science education at school and college levels is more than a statistic; it is a direct threat to our nation鈥檚 future progress and prosperity. It is time to honour the legacy of Bose, Islam and our many other scientific luminaries by investing in our learners. We must move beyond discussion to decisive action. By modernising our methods and reigniting a passion for discovery, we can build a new generation of innovators who will write the next chapter in Bangladesh鈥檚 scientific story.
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Anowar Hossain is a lecturer in physics at MA Gani Adarsha Degree College, Kulaura, Moulvibazar.
