An opinion article argues that textbooks should serve as blueprints for nation-building rather than political documents. It says classroom materials strongly shape children’s confidence, identity and social understanding, and warns that content reflecting inequality, narrowness or irrational social ideas can cause long-term harm. The writer calls for Bangladesh to rethink how curricula and textbooks are developed.

The article says curriculum discussions often begin after books have been printed, while research and consultation should occur before writing starts. It argues that teachers, students, parents and researchers are often excluded from national-level policymaking, leaving centrally designed curricula poorly matched to classroom realities, particularly in remote areas. It also urges textbooks to treat cooking and household responsibilities as life skills for all children, alongside finance, technology and leadership.

The writer proposes consulting experienced teachers from urban and rural model institutions, specialists in child development and subject experts. Draft curricula should be opened for public feedback, then piloted for at least a year with a national online feedback platform for registered teachers. Examples from Finland, Singapore, Australia and the United Kingdom are cited to support participatory development, research, piloting and sustained evaluation.