A government advisory panel has suggested limiting SSC exams to five core subjects, which include Bangla, English, mathematics, science, and social science. The committee has also proposed the elimination of PSC and JSC exams in classes 5 and 8. Furthermore, the panel recommended the implementation of universal secondary education up to class 12, a unified school system under a single authority, and the inclusion of education as a fundamental right in the constitution through an Education Rights Act.
These recommendations were outlined in a preliminary report crafted by the Consultation Committee for Improvement of Secondary Education. Led by Emeritus Professor Manzoor Ahmed, the 10-member committee submitted the draft to Education Adviser CR Abrar recently. One of the committee members, Md Mahboob Morshed, who is an associate professor at Dhaka University’s Institute of Education and Research, presented the suggestions.
Morshed emphasized the need for public examinations to focus on core competencies rather than all subjects. The report proposed excluding subjects like ICT, religion, physical education, and the arts from written public exams, suggesting that schools assess these areas through practical evaluations. This approach aims to alleviate the academic pressure faced by students who currently sit for exams in all subjects, hindering their ability to strengthen fundamental skills in language and mathematics.
The committee also argued that reducing the number of subjects in public exams would help alleviate prolonged school closures. It recommended the permanent abolition of PSC and JSC exams in classes 5 and 8, criticizing the reintroduction of the Junior Scholarship Examination as unnecessary.
Regarding the education structure, the committee proposed universal education up to class 12, defining classes 6 to 12 as the secondary level. It also advocated for placing the entire school system, from pre-primary to class 12, under a single ministry or authority. Additionally, the committee suggested keeping the curriculum undivided up to class 10 and delaying the stream split until class 11.
The panel recommended amending the constitution to recognize education as a fundamental right and enacting an Education Rights Act to empower citizens to take legal action if quality education is not provided by the state. These proposals were based on a field assessment that exposed learning gaps among students, particularly in mathematics and English.
The committee also proposed changes to the academic calendar, suggesting a shift to a September–June academic year to reduce disruptions during the monsoon season. It criticized the fixed 45-minute class duration as overly rigid and proposed calculating total weekly instructional time per subject to allow for longer sessions, especially in mathematics and science.
On governance, the committee recommended that MPs, upazila chairmen, and elected public representatives should not serve as SMC presidents. Instead, presidents should hold at least a university degree, with preference given to genuine guardians and local educationists to reduce political interference and irregularities. The committee also proposed the establishment of a separate Directorate of Secondary Education to oversee classes 6 to 12 and the formation of a Secondary Education Taskforce and an independent Education Commission to safeguard reforms from political changes.
Concerning teacher recruitment, the committee suggested the creation of a National Teaching Service Corps modeled after the civil service. High-achieving students would enroll in a four-year integrated education honors program after completing the Higher Secondary Certificate. Upon graduation, they would join the corps with benefits and status similar to civil service cadres and would be required to serve at least five years in designated institutions, particularly in rural areas.
Education Adviser Prof CR Abrar stated that the ministry would review the recommendations for potential policy and legal measures. He encouraged political parties to contribute not only to budget allocations but also to structural and institutional reforms.