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THROUGHOUT history, human society has continuously evolved, driven by waves of technological progress and innovation. While industries, economies, and everyday life have rapidly transformed, education systems across the globe have often struggled to keep pace. In Bangladesh, this lag is particularly stark. Today, we stand at a pivotal moment — one that demands a bold rethinking of how we educate future generations.

In the 21st century, technological change is accelerating at an unprecedented rate. Artificial Intelligence, Machine Learning, the Internet of Things, Cloud Computing, and Blockchain are no longer futuristic concepts — they are actively reshaping societies and economies. These technologies are converging to blur the lines between the physical, digital, and biological worlds. The urgent question for Bangladesh is: how can we prepare our students for a future defined by the Fourth Industrial Revolution?

Globally, educational reform is often hindered by institutional inertia, traditional expectations, rigid assessments, and political distractions. In Bangladesh, these obstacles are magnified by a bureaucratic legacy rooted in colonial administration, faculty resistance to increased workloads, and persistent political interference. Chronic underfunding only deepens these challenges, making systemic reform both daunting and essential.

In the context of 4IR, this slow pace is no longer acceptable. The growing mismatch between what students learn in classrooms and the demands of the modern world must be urgently addressed. Encouragingly, several Asian countries — once seen as resistant to educational change — have made bold reforms in response to 4IR.

Singapore, for example, has shifted from an exam-heavy model to one that emphasises flexibility, lifelong learning, and diverse pathways to success. Its reforms focus on student-centred learning and holistic development without compromising academic rigour.

Malaysia is balancing national identity with global competitiveness. The education system supports both Bahasa Malaysia and unity while investing in English proficiency, STEM, and digital literacy. It has moved away from rote memorisation toward higher-order thinking skills, creativity, and innovation. Notably, the UPSR (Primary School Evaluation Exam) was abolished in 2021, replaced by continuous, classroom-based assessment.

Japan has focused on easing academic pressure and encouraging creativity. English education starts in Grade 3, emphasising communication skills. Through the GIGA School Program, classrooms are being equipped with digital tools. A 30 per cent reduction in curriculum content aims to reduce stress and foster deeper learning.

India’s National Education Policy 2020 marks a significant move toward flexibility, inclusivity, and skills-based learning. Vocational training now begins in Class 6, and students are introduced early to subjects like coding and AI. Board exams are being redesigned to assess conceptual understanding rather than memorisation. While challenges remain in implementation, the policy reflects a forward-looking vision aligned with global trends.

In contrast, Bangladesh’s education system — despite progress in access and enrolment — remains constrained by outdated curricula, rote-based pedagogy, rigid assessments, and poor alignment with the skills required in the modern economy. These structural shortcomings limit the system’s relevance and adaptability in the 21st century.

Our school system is fragmented into Bangla medium, English medium, and religious education streams, each with strong societal support but little coordination. While this diversity reflects our pluralistic society, it also makes it difficult to build a unified, inclusive, and future-orientated education system. Any meaningful reform must be rooted in Bangladesh’s unique social, cultural, and economic context.

Historically, university graduates began playing a direct role in economic growth during the Industrial Revolution through engineering, scientific innovation, and industrial management. This role expanded in the 20th and 21st centuries as the global economy shifted toward knowledge and technology. In the 4IR era, graduates are no longer just scholars or civil servants — they are entrepreneurs, innovators, and drivers of digital transformation.

To nurture such graduates, we must rethink not just higher education but the very foundations of our system. We need to move away from a rigid, exam-driven model toward one that is skills-orientated, flexible, and student-centred. The curriculum must prioritise critical thinking, creativity, and problem-solving. Exam-related stress must be reduced, and learning should focus on depth and application, not rote repetition.Ìý From an early age, students should be introduced to modern tools and concepts — coding, AI, machine learning, and effective communication in English. These are no longer luxuries; they are survival skills in a globally competitive landscape.

Technical and vocational education also deserves renewed focus. One transformative proposal is to introduce a dedicated technical stream starting from Grade 6, rather than delaying it until after secondary school. Under this model, students could follow a 12-year track leading to university-level technical education. Such a shift could enhance employment readiness and address long-standing concerns among diploma holders about recognition and career progression.

But none of this will happen without collective effort. Educators, policymakers, economists, and political leaders must come together with a shared vision. The time for incremental change is over — our future workforce needs bold, systemic reforms today. Let this be the decade when Bangladesh transforms its education system to match the pace of its aspirations — and prepares its next generation not just to survive but to lead in a rapidly changing world.

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MM Shahidul Hassan teaches at the Eastern University and is a former professor of the Bangladesh University of Engineering and Technology.