The Higher Education Commission is key to systemic reform

After the recent mass uprising led by students, changes are being felt not only in Bangladesh’s autocratic administrative structure but also in various sectors. In response, the chief advisor to the interim government of Bangladesh announced the creation of six commissions whose task will be to reform key sectors: the constitution, the electoral system, the judiciary, police administration, anti-corruption and public administration. The caretaker government is likely to establish a Higher Education Commission (HEC), if not a full-fledged Education Commission, soon.

The creation of HEC is important, especially in the context of student-led demands for systemic reforms in the era of the Fourth Industrial Revolution (4IR). To make the higher education (HE) system more contemporary, it is important that policymakers thoroughly understand the implications and implementation of the 4IR principle before implementing reforms.

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The key issue to be resolved is to determine what type of higher education is most appropriate for what type of development, under what conditions and for what purposes education and development strategies should be implemented in the context of 4IR. Some in Bangladesh oppose linking education with development, fearing that such a link risks reducing education to a mere tool for material growth and treating human progress like a construction project. They reject the idea of linking education to economic growth.

However, history shows that education evolves with social changes, which means that universities, while maintaining academic freedom, must also respond to societal needs and demands, rather than operating in isolation. It is now widely accepted that investing in human capital through education plays a key role in economic growth.

The first education commission, known as the Kudrat-e-Khuda Education Commission, was established in 1972, soon after Bangladesh gained independence. His goal was to create an educational framework tailored to the needs of the new nation, moving away from the outdated colonial system to better serve both social and economic demands. Over time, other commissions were also established, including the Mofiz Uddin Education Commission (1988), the Shamsul Haque Commission (1997), the National Education Policy Formulation Commission (2000) and the Kabir Chowdhury Education Commission (2009).

So the question arises: does the country really need another commission at this point?

Unlike the slower changes seen in previous industrial revolutions, the Fourth Industrial Revolution (4IR) is driving rapid and profound change, transforming societies on a global scale. This revolution is characterized by the integration of the physical, digital and biological worlds with new technologies such as artificial intelligence, IoT, cloud computing and 3D printing, promoting widespread automation and reducing the need for human decision-making in various sectors. In this context, the establishment of the HEC is necessary to provide strategic oversight and guidance to the HE.Bottom of Form

Unlike developed countries that have already adapted their education systems to meet the demands of the 4IR era, Bangladesh’s education system has yet to integrate the technologies, skills and creative thinking necessary for 4IR. To thrive in this new era, higher education institutions in Bangladesh must equip students with the critical thinking, relevant skills and innovative capabilities necessary to achieve 4IR success. Engineering education in particular has undergone significant changes as a result of the integration of cyber-physical systems and advanced technologies such as artificial intelligence, cloud computing, IoT, as well as biotechnology, genomics and nanomaterials.

These advances have made engineering systems more complex, moving away from traditional linear models. Understanding and taking into account the characteristics of these nonlinear systems requires looking at them holistically, emphasizing the importance of interdisciplinary approaches.

Reforming curricula and teaching methods in engineering and other disciplines is crucial to meeting the requirements of the 4IR. HEC can play a key role in helping universities align with global standards and develop 21st century competencies. However, these reforms must be carried out in a thoughtful way, ensuring the preservation of cultural values while building a sustainable and future-proof education system. Culture is the foundation of society and in the pursuit of progress its essence should not be ignored. While 4IR offers the potential for innovation, productivity and economic growth, it also poses challenges due to its disruptive and potentially degenerative effects. In this context, HEC can recommend solutions to address and alleviate these concerns.

The legacy of colonial higher education continues to have a strong impact on Bangladeshi universities as their programs are not aligned with the country’s current and future development needs. Many key sectors such as health and technology in rural areas remain underserved, while there is a clear trend towards generalist courses such as liberal arts.

In the 4IR era, countries that support innovation and research are better positioned for economic growth. HEC could promote research by setting guidelines and identifying priority areas for funding advanced scientific research, agricultural studies, technological innovation and interdisciplinary studies, etc. One way could be to establish at least three research universities specializing in agriculture, science and engineering, and humanities and social sciences . This will help Bangladesh harness young talent to create locally relevant solutions while contributing to global progress.

A key goal of HEC would be to ensure access to education for all sections of society, especially marginalized groups. In the wake of the uprising calling for systemic change, HEC could work to expand access to quality education, bridge the urban-rural divide, address gender disparities, and remove financial barriers to academic success. In the 4IR era, inclusive education is essential to develop a workforce that can adapt to rapid technological and industrial change. By supporting a depoliticized, accountable and globally competitive higher education system, HEC would play a key role in preparing future generations of Bangladeshis for leadership, innovation and success in an ever-evolving world.

MM Shahidul Hassan is a former vice-chancellor of East West University and professor at BUET. He can be contacted at (email protected)

The views expressed in this article are those of the author.

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