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To nurture a generation of critical and creative thinkers, our schools must evolve into ‘thinking schools’ that embed these values from the very beginning, writes MM Shahidul Hassan

FOR decades, the reformation of both school and higher education in Bangladesh has been a subject of discussion in policy circles, academia and civil society. Today, fresh calls are echoing for the immediate formation of a new education commission to address the deep-rooted challenges that continue to undermine our education system.Ìý While several education commissions have been formed in the past — each producing thoughtful reports and actionable recommendations — most of these efforts have remained unimplemented, largely due to a lack of political will and bureaucratic inertia.

Today, the urgency for reform is greater than ever. The fourth industrial revolution is reshaping the global landscape, ushering in a world defined by automation, artificial intelligence, digital connectivity and rapidly evolving job markets. In this context, education cannot remain static. We must begin by asking: What kind of society, workforce and research ecosystem do we envision for Bangladesh? Only when that vision is clear can we shape an education system that aligns with it. Without this alignment, the outputs of education will remain disconnected from the demands of the real world — leaving graduates unprepared and underemployed in an increasingly competitive economy.

The 4IR is not simply an extension of previous industrial revolutions; it is a fundamentally different epoch. Traditional job roles are vanishing, replaced by new ones that are interdisciplinary, digital and ever-evolving. Higher education must rise to this challenge. Beyond imparting subject-specific knowledge, universities must foster critical thinking, adaptability, digital literacy and a commitment to lifelong learning. A university graduate should not only be a job-seeker, but also a potential job-creator. Cultivating innovative, entrepreneurial and research-oriented minds must become the core mission of our higher education institutions.

Our pre-university education system faces numerous unresolved challenges. It remains fragmented into Bangla medium, English medium, and religious education streams, each with its own structure and strong societal support. Although this diversity reflects our pluralistic society, it complicates efforts to build a unified, inclusive, and future-ready education framework. For reforms to be effective, they must be firmly grounded in Bangladesh’s social, cultural and economic realities. Imported models, however well-intentioned, are unlikely to succeed without thoughtful adaptation to the local context.

Every morning, we witness children weighed down by heavy schoolbags, immersed in rote memorisation. Pressured to complete dense syllabi, teachers default to lectures and rehearsed questions, while students passively absorb information. But true education lies not just in the accumulation of facts, but in the ability to question, apply and innovate. To nurture a generation of critical and creative thinkers, our schools must evolve into ‘thinking schools’ that embed these values from the very beginning.

Given the distinct yet equally urgent challenges facing school and higher education, the formation of two separate education commissions — one for each sector — is not only desirable but essential. A single commission is unlikely to effectively address the diverse needs, policy priorities and structural reforms required at both levels. These sectors differ significantly in their objectives, governance models, pedagogical practices and stakeholders. Each demands focused attention, contextual expertise and tailored strategies.

A School Education Commission could concentrate on foundational learning, inclusive curriculum design, assessment reform, teacher development and the harmonization of educational streams. It would be well-positioned to address equity, improve quality and build a learner-centred system that nurtures every child’s potential in a rapidly changing world.

Meanwhile, a Higher Education Commission could focus on institutional reform, quality assurance, research and innovation and better alignment between academic programs and the needs of industry and global society. It can guide institutions in becoming engines of economic and intellectual progress, able to respond swiftly to technological disruption and global trends.

While separate in structure, the two commissions must be united in purpose. Education is a continuum; effective higher education cannot exist without a strong foundation in school education. Therefore, the commissions must collaborate closely — sharing insights, aligning strategies and ensuring coherence across the entire educational spectrum.

The window for meaningful change is rapidly narrowing. If Bangladesh is to harness its demographic dividend and equip its youth for the opportunities and uncertainties of the 4IR, education must become the cornerstone of national development strategy. This is a moment for bold, visionary action — not for half-measures or recycled approaches.

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MM Shahidul Hassan is a distinguished professor at the Eastern University.