Establishing educational institutions to spread knowledge has always been regarded as a noble deed and great contribution to society. Generations continue to remember with deep respect philanthropists like Haji Muhammad Mohsin, Sir Khwaja Salimullah, Nawab Faizunnesa Choudhurani, RP Shaha and Ashwini Kumar Dutta for their roles in founding institutions that have educated countless people. A genuine cause - enlightening society - was the driving force of their efforts.
However, Bangladesh has sometimes witnessed a less inspiring trend over the years. Alongside sincere initiatives, many educational institutions have been established with motives that are not entirely selfless. This observation is not intended to undermine those who work honestly for the expansion of education. Yet, it is hard to ignore the reality that some institutions were founded primarily as a means to get employed rather than to ensure quality education.
In many cases, groups of individuals -- often failing to secure suitable employment -- have come together to establish schools, madrasas or colleges with the expectation that these would eventually be nationalised or enlisted under the Monthly Pay Order (MPO), a system under which the government bears a significant portion of the salary costs for teachers and employees. For some, the institution thus becomes less a centre of learning and more a pathway to a secure income funded by the public exchequer.
At times, strategies have also been employed to increase the likelihood of gaining government recognition or financial support. Institutions have been named after influential political figures or persons admired by those in power. This pattern has been visible across political regimes. During one regime, institutions named after Sheikh Mujibur Rahman, Fazilatunnesa Mujib or Sheikh Hasina mushroom. At another time, institutions bearing names of Ziaur Rahman or Begum Khaleda Zia saw a similar rising trend. The underlying motive in many such cases is securing administrative favour.
When expectations of nationalisation or MPO enlistment are not met, movements often follow. Members of staff in these institutions at times hit the road to press their demand. Governments in some cases bow down to such pressures. But a more important issue - whether such institutions provide quality education - does not seem to get the deserved prominence.
Over the years, between 2009 and 2024, the real performance levels of many such institutions could not be known as there was seemingly an effort from the part of the government to show increased pass and better CGPA rate. Recent trends, however, cast doubts on those results. Since the political changeover of 2024, the true picture of performance levels at some institutions became exposed. The number of institutions where no one passed in the 2025 Secondary School Certificate and equivalents exams grew to 134 from 51.
The present regime seems committed to tackling this problem with a pragmatic strategy. Education Minister ANM Ehsanul Hoque Milon, who waged a movement against cheating at public exams when he was the state minister for the same ministry, has already made it clear that educational institutions with zero pass rate in public exams would face the cancellation of their MPO facilities. The government taking the matter so seriously deserves appreciation since it implies that money spent from the exchequer needs to be justified by the results obtained.
However, any attempts at correction need to be handled prudently. Educational institutions that fail to produce satisfactory results require some time and close monitoring to turn the situation around. Otherwise, a sudden cutoff of financial resources might harm students who are currently studying there.
Making education more accessible continues to be crucial for the progress of the country. Yet, access must go side by side with quality. The institutions which are failing to ensure that their students pass in exams are not only wasting public money but also wasting the invaluable time of the students and robbing them of their future opportunities. Lost money can be recovered, but lost time in substandard educational establishments can never be reclaimed.
The challenge, therefore, is not just building more educational institutions, rather it is ensuring that they meet their main purpose. Education must remain a mission, not just a means to secure benefit.
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