In an opinion essay published by Amar Desh on August 22, 2026, teacher Mohammad Burhan Uddin Noman argues that Bangladesh’s examination-driven education system is failing to provide meaningful learning, employable skills and ethical grounding. He says rising enrolment, pass rates and university numbers can conceal “learning poverty,” in which students hold certificates but struggle with age-appropriate reading or basic mathematics.

The writer attributes the problem partly to an inherited system designed to sort people rather than develop them. He argues that coaching centres and guidebooks deepen inequality, while young people’s views are rarely included in education policymaking. According to the essay, the longstanding promise that good grades guarantee good jobs no longer reflects reality, as many young people enter the labour market without market-relevant skills while jobs remain unfilled.

Noman warns that unemployment and frustration can feed violence, political muscle power and extremism, while violence can deter investment and worsen joblessness. He calls for education that combines practical, market-oriented skills with moral education centred on honesty, justice and social responsibility. He also urges greater youth participation in curriculum development and greater support for employment and entrepreneurship.