Gazi Anowar :
University teachers across the country have welcomed the recommendations of a government-appointed task force calling for a ban on student politics in all public and private universities.
The report, released earlier this week, argues that student political activities have contributed to academic disruptions, violence, and institutional instability, and it urges authorities to take decisive action.
The interim government’s task force on economic reforms has conducted an extensive review of university governance and student affairs. Its findings highlight the negative impact of student political activities, including frequent class boycotts, destruction of property, and clashes between rival groups. The report recommends that universities focus on academic excellence and leadership development through non-political means.
Professor Dr. S. M. Ali Reza, Department of Political Science at University of Dhaka lauded the move, saying, “For years, student politics have been a major source of unrest.
This recommendation, if implemented, will help restore order and ensure universities remain centres of learning rather than political battlegrounds.”
Similar sentiments were echoed by Dr. Mohammad Abdul Momin Siddique, Associate Professor of Noakhali Science and Technology University, which stated that the ban would allow institutions to prioritize academic excellence and research without unnecessary interference.
“Political activities have led to unnecessary closures of institutions, delaying academic calendars and affecting students’ futures. We believe this is a step in the right direction,” said Dr Momen.
However, the report has also sparked criticism from student leaders and human rights activists, who argue that banning student politics could infringe on democratic rights.
Professor Dr. Ahmad Kamruzzaman Majumder at Stamford University Bangladesh has opined that Partisan student politics must be banned.
The report, titled ‘Task Force Report on Re-strategising the Economy and Mobilising Resources for Equitable and Sustainable Development’, was handed over by Planning Adviser Wahiduddin Mahmud to Chief Adviser Muhammad Yunus on Thursday (30 January).
The task force emphasised that strengthening primary, secondary, and higher education systems in Bangladesh is crucial for sustainable development.
Addressing systemic, quality, infrastructure, and equity challenges in this regard requires coordinated efforts by government, private sectors, and NGOs, it said.
Key recommendations for education sector
The task force made a number of policy recommendations to create a more inclusive, resilient, and high-quality education system in Bangladesh.
Standardise education systems: Review the various types of primary and secondary education systems to develop a consolidated system and align it with the national education policy.
Update teaching and students’ assessment methods: Review the feasibility and scope of revising teaching methods to incorporate enjoyable, less stressful pedagogical practices in the teaching methods, with a focus on core subjects as well as moral education, life skills and extracurricular activities.
Conduct comprehensive need assessment: Conduct a comprehensive need assessment of facilities, including libraries, digital classrooms, playgrounds, and sanitary toilets (considering girls’ menstrual hygiene).
Allocate additional resources to expand ICT access: Invest in digital infrastructure, scale up initiatives such as smart classrooms and provide digital learning materials.
Provide socioeconomic support: Offer scholarships and implement school meal programmes to reduce financial barriers and promote nutrition.
Merging universities: The government should consider merging some universities, both public and private, to optimise limited educational funds, increase cooperation among institutions through resource sharing, and improve global ranking.
Increasing use of the English language at university: The government should encourage top universities to adopt American curriculum and English books and use English as a medium of instruction in the classroom to attract foreign teachers and students.
Ending auto pass and question paper leaks: Provisions for auto pass in examinations should be revoked, and no auto pass should be allowed to any student in any examination under any circumstances. Those involved with leaking question papers should be punished with a 3 to 10-year prison term as per the Public Examinations (Offences) (Amended) Act, 1992.
Ensuring merit-based recruitment and performance-based promotion of university teachers: All teachers in public and private universities should be recruited based on merit alone.
A standardised mechanism for assessing teachers’ performance in public and private universities should be introduced based on student teaching evaluation feedback, research output, and other common criteria in top universities worldwide.
Implementing a “No PhD, No Professor” policy: No public or private university teacher should be recruited or promoted to assistant professor, associate professor, or professor without a PhD from an internationally recognised university.
Safeguarding academic freedom and operational autonomy of universities: The government should encourage the autonomous operation of universities in response to market needs and protect academic freedom from political influence.
Providing substantial government funding to both public and private universities: The government should implement special financial programmes to assist selected top Bangladeshi universities in becoming world-class institutions by improving their quality of education and research.
Increasing international cooperation and exchanges: International cooperation and exchanges between universities in Bangladesh and universities in developed countries should be encouraged.
Improve teacher-student ratio: Recruit required teachers to enhance teaching effectiveness and also assess the feasibility of reducing students per class at the primary and secondary education levels.
Recruit qualified teachers with pay scale: Review teacher recruitment criteria for primary and secondary schools, the existing quota for recruitment, and also their existing pay scale to make it acceptable to attract suitable candidates.
Support for students with disabilities: Introduce inclusive programmes and allocate resources for special needs education.
Resolve administrative problems: Resolve conflict of interest in selection of school governing committee members and strengthen coordination among primary educational institutions.
