Dear Education Minister,
Banladesh’s education system requires a radical reassessment . For many years, universities have adopted Outcome-Based Education (OBE) as a method to improve quality and accountability which actually failed students across the campuses . However, in spite of all constraints , the gap between what graduates have learnt and what the job market needs seem to have starke contrast.
A recent decision by the Communication University of China provides an insightful example. The university has chosen to stop admitting students into several majors, including translation, sociology, and photography, because of the rising impact of artificial intelligence. Instead of eliminating these fields completely, they are combining them into broader, technology-focused programs. Many universities across China are updating their curricula to match new areas like AI, data science, and digital media.
In contrast, Bangladesh is trapped in a one-size-fits-all approach. In practice, OBE often turns education into a bureaucratic task focused on mapping outcomes, overlooking the key differences between fields. A literature student should not be judged the same way as an engineer, and a creative arts program should not follow the same strict measures as computer science.
The way forward is to embrace differentiation. Each subject should have its own criteria. STEM fields need to emphasize practical skills and industry experience. Social sciences should concentrate on analytical depth and relevance to policy. Humanities should foster critical thinking, while creative subjects require flexible, portfolio-based assessments.
It is also crucial to rethink outdated programs. This doesn’t mean getting rid of the arts or social sciences; it involves modernizing them by incorporating technology, data, and interdisciplinary methods. BBA and MBA programs don’t need regurgitating facts but a practical approach. Instead of a “yes, sir” approach emphasis needs to be placed on cross questioning what is being taught in the classroom and whether it has any relevance in the modern world.
In the end, Bangladesh must transition from a focus on compliance to fostering creativity. Reform requires more than just frameworks; it needs the bravery to question what is taught, how it is taught, and why. Without such changes, universities risk preparing students for a world that no longer exists.
Sincerely,
Editor of Daily Bangladesh first
Sowkat Absar Saikat, BSS, MSS ( International Relations)
Former O’ level Faculty of Ede xcel pearson school and a faculty of International Relations at a military Institute.
