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Bangladesh reverses decision to appoint music & physical-education teachers in primary schools
In a deeply troubling move for the future of its children, the Bangladesh government has quietly scrapped the recently-approved posts of “Assistant Teacher (Music)” and “Assistant Teacher (Physical Education)” in government primary schools.
The reversal, announced on 2 November 2025 via an amended gazette by the Ministry of Primary and Mass Education, comes barely two months after the posts were introduced on 28 August under the Government Primary School Teacher Recruitment Rules 2025.
What happened:
The August notification had created thousands of specialised posts—music and physical-education teachers—to equip primary schools with dedicated expertise in the arts and sports.
After strong objections from Islamist and conservative organisations notably Hefazat‑e‑Islam, Jamaat‑e‑Islami and others who called the move “anti-Islamic” and demanded religious teacher posts be created instead, the ministry bowed to pressure.
The November gazette quietly removed the two posts with no public consultation, no clear explanation, and no alternative plan for arts or physical education.
Why this matters
1. Children’s holistic development is neglected
The original plan recognised that education should go beyond rote academics arts and physical activities build creativity, coordination, discipline, mental health and social skills. By eliminating these specialised roles, Bangladesh is signalling that such dimensions are dispensable. Education is reduced to textbooks and religion, stripping out vital human development elements.
2. Cultural and human-rights implications:
The decision runs counter to the notion that children have the right to engage in culture, art and physical fitness. Rights-organisations had condemned the cancellation as “ill-motivated, misleading and a threat to cultural rights”. By succumbing to ideological pressure, the government weakens the pluralistic, inclusive educational vision in the country.
3. Precedent of policy capture by narrow groups:
What started with a progressive reform was shut down because of the loud influence of ideological factions. Critics warn that “today it’s music, tomorrow it could be art, history or science.” Such back-pedalling undermines confidence in educational policy as an independent, child-centric endeavour.
4. Signal of educational decline:
Bangladesh has already been ranked poorly among emerging nations in skill-based education ranking 47th out of 50 in one index. By removing arts and physical education roles, the country further hobbles itself in preparing young citizens for the challenges of the 21st century: creativity, collaboration, problem‐solving, healthy living.
Criticisms raised by experts:
Professor Manzoor Ahmed (emeritus, BRAC Institute of Educational Development) called the move “bad and wrong”, emphasising that decisions should be made in children’s best interests, not simply because pressure groups demand.
A Dhaka University professor said: “I don’t understand where religion clashes with physical education… Music refines the human mind. People who love music do not engage in wrongdoing, corruption or recklessness.”
What the government should have done and still can
Transparent dialogue & stakeholder engagement: Before reversing such a step, the ministry should have consulted teachers, parents, cultural and sports organisations not just succumbed to ideological diktats.
Protect arts and physical education: Instead of axing the posts, the government should publicly affirm the value of diverse educational content—arts, sports, culture—and integrate them into curricula, teacher training and school budgets.
Evidence-based policy:
Rather than ideological arguments, decisions should be based on evidence: globally, schools with strong arts and physical education programmes report better student engagement, lower dropout rates, better mental/physical health. Bangladesh must aim to align with international best practice.
Safeguard cultural heritage and pluralism:
Bangladesh’s identity as a nation formed through language, culture and liberation struggles means that the arts are not a luxury, but foundational. Sidelining them diminishes that heritage.
Resist undue pressure: A lesson here is that allowing pressure groups to shape academic policy through intimidation sets a dangerous precedent. Education must be defended as a public good, not a battleground for narrow agendas.
Conclusion:
The government’s retreat from appointing dedicated music and physical education teachers is more than a technical reversal. It is a worrying signal about the direction of education policy in Bangladesh—one where creativity, health, culture and holistic growth may be sacrificed to ideologies and short-term appeasements.
For the sake of its children, Bangladesh must reclaim a vision of education that is broad, inclusive and forward-looking, rather than shrinking into narrow, doctrinaire models. The reversal should be an awakening, not the end.
Team: Yuvamorcha.com
