THE state of secondary education has for long stood at the uneasy crossing of ambition and neglect. Since independence, the number of secondary institutions has expanded manifold and waves of nationalisation were carried out with the stated aim of improving quality and reducing inequality. Yet, the promise of these policies has not materialised. Instead, what has emerged is a fractured system, weighed down by a chronic shortage of teachers, a mismatch between policy and practice and an over-reliance on private institutions that many families struggle to afford.
At the core of the crisis is the absence of a sustainable, long-term vision for this crucial level of education. Secondary education is more than a bridge between primary and higher education. It is the bedrock on which a nation鈥檚 intellectual and human capital must be built. If this stage falters, the entire edifice of higher learning and skills development stands weakened. The government, despite repeated declarations and experiments, has yet to anchor secondary education on firm ground.
The figures alone paint a stark picture. According to the Bureau of Education Information and Statistics, there are 628 government secondary schools, more than a half of which were nationalised in 2011鈥�2023. Nationalisation was expected to bring order, resources and quality. Yet, the main crisis these schools face is not infrastructure but teachers. Out of about 10,900 teaching positions, more than 2,700 are vacant. Among the 5,452 assistant teacher positions, only 2,710 are filled. The result is an alarming gap that inflates the student-teacher ratio far beyond international standards, leaving classrooms overcrowded and learning compromised.
The deficit is not merely numerical. It is compounded by the opaque and often politicised recruitment process that has plagued schools for decades. Local and ruling party influence in teacher appointment has undermined merit and professionalism. The more recent shift to recruit teachers through the Public Service Commission was supposed to eliminate such irregularities. Yet, recruitment has been painfully slow, failing to fill even a half the vacant positions. In the meantime, classrooms function with skeletal staff, where overburdened teachers struggle to manage large groups of students, inevitably reducing education to rote delivery rather than meaningful interaction.
The decline in quality is not confined to government schools. The private sector, which dominates secondary education, also faces deep-seated problems. Costs remain high, putting immense strain on families, especially those with fixed or low incomes. Teacher shortage, inadequate training and the pursuit of profit over pedagogy mean that private schools have not been able to raise the overall standard either. What has emerged is an unequal system, where quality education is seen as a privilege rather than a public good. For many, sending children to private schools is a reluctant decision made at great financial sacrifice, not a choice born of trust in the public system.
The policy contradictions extend beyond recruitment and financing. Experimental decisions in recent years such as auto-pass arrangements and shortened syllabuses, have done lasting damage to student learning. These measures, introduced in the name of convenience during crises, have robbed students of the rigour and discipline needed to build skills. The trend of simplifying education from childhood may seem inclusive on the surface, but in reality, it strips away the challenges that nurture intellectual growth. A system that awards certificates without ensuring competence breeds generations unprepared for higher education or the labour market.
The evidence of this learning crisis is sobering. The World Bank鈥檚 Human Capital Index in 2020 showed that 10 years of schooling in Bangladesh equate to just six years鈥� worth of learning by international standards. In other words, a student completing the secondary cycle has acquired the skills of a Class听 VI student. This gap reflects not only poor a teaching ratio but also outdated curriculums, inadequate teaching methods and an assessment system focused on memorisation rather than comprehension and creativity.
The government has for long prioritised infrastructure over content. New school buildings, classrooms and facilities have expanded, yet these stand half-empty of qualified teachers. No amount of infrastructure can be substitute for human elements of education, where teacher-student interaction determines the depth of learning. Without trained and motivated teachers, even the most modern classrooms remain shells.
The under-funding of the education sector magnifies the problem. The share of education spending in gross domestic product remains one of the lowest in the region, far from what is needed to drive systemic change. Repeated shocks such as the Covid outbreak revealed how fragile the system is, with prolonged school closures eroding learning outcomes and exposing the absence of contingency planning. While some countries pivoted to online or hybrid models, Bangladesh struggled to adapt, leaving students with widening learning gaps that still persist.
The consequences of ignoring the crises are long-term and far-reaching. A weak secondary education system directly undermines higher education. Students entering universities without strong foundations find themselves unable to cope with advanced material. Employers, in turn, face graduates who may hold certificates but lack essential skills, perpetuating the unemployment and underemployment crises. At a national level, this weakens productivity, innovation and competitiveness, feeding into the broader cycle of economic vulnerability.
A turnaround is still possible, but it demands clarity of vision and consistency of policy. First and foremost, teacher recruitment must be prioritised and accelerated. Vacancies in government schools should not linger for years. A transparent process, anchored in merit, is essential to rebuild trust and professionalism. Teachers also need training, incentives and career growth opportunities to remain motivated and effective. Without them, education will continue to collapse under its own weight.
At the same time, curriculum reforms cannot be postponed. The content taught in schools must be modernised to reflect the needs of a changing society and economy. Teaching methods must shift away from rote memorisation towards critical thinking, creativity and problem-solving. Examinations should measure actual skills rather than regurgitated facts. These reforms are not merely academic exercises. They determine whether the next generations will be equipped to meet the challenges of future.
Equally important is addressing inequality. When government schools are left underfunded and underperforming, families are pushed towards costly private options, deepening social divides. Strengthening government schools would make quality education more accessible and affordable, reducing the financial burden on households while also creating a more level playing field. Education is not meant to reproduce inequality, but to level it.
Ultimately, the government must recognise education not as a sectoral issue but as the foundation of national development. Roads, bridges and power plants may symbolise progress, but without educated citizens capable of leading, innovating and governing, such progress remains hollow. Secondary education, in particular, holds the key to shaping that human capital. Allowing the current crisis to fester risks wasting not only years of policy effort but also the potential of millions of young minds.
The choice before us is simple. We can continue with ad hoc fixes, hoping that infrastructure alone or temporary policies will somehow improve outcomes. Or, we can take the harder but more rewarding path of systemic reform, prioritising teachers, modern curriculums and equal access. The costs of inaction are visible in overcrowded classrooms, disillusioned students and underprepared graduates. The benefits of decisive action, however, would ripple across generations.
Bangladesh today stands at a demographic crossroads, with a young population that could drive prosperity if they are educated and skilled. Whether that potential is realised or squandered depends largely on the strength of secondary education. To delay reform any further is to risk consigning another generation to mediocrity, inequality, and frustration. The country can ill afford such a fate.
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HM Nazmul Alam ([email protected]) is an academic, journalist, and political analyst.
