Sunday, 5th April 2026
Khabor Wala Desk
Published: 7th February 2026, 11:09 PM
A group of 999 academics and teachers from various educational tiers across Bangladesh have issued a collective statement expressing “profound concern” regarding the interim government’s haste in drafting and implementing the Education Act 2026. The signatories argue that such a transformative legislative move is inappropriate while the nation is primarily focused on transitioning towards a general election.
The statement, disseminated by Engineer Muhammad Saadat, spokesperson for the Mulyobodh Andolan (Values Movement), suggests that the proposed act contains ideological shifts that may clash with the country’s prevailing social and religious fabric.
The core of the educators’ grievance lies in the definitions—or lack thereof—within the draft. They contend that the term “Inclusive Education” is being framed according to UNESCO frameworks that prioritise gender-transformative pedagogy. According to the statement, this philosophy is designed to accommodate a diverse range of gender identities, including LGBTQ+ (Lesbian, Gay, Bisexual, Transgender, Intersex, and Queer) students.
The signatories claim that by using open-ended phrases such as “for any other reason” and leaving terms like “specially-abled” or “disadvantaged” vaguely defined, the law seeks to subtly introduce a “pro-homosexuality” curriculum under the guise of inclusivity.
The educators have outlined several specific areas where they believe the draft fails to align with national interests:
| Point of Contention | Educators’ Perspective |
|---|---|
| Religious Values | Curricula must respect the religious beliefs and moral values of parents and guardians. |
| Conflict of Faith | Students should not be coerced into studying subjects that directly contradict their family’s religious tenets. |
| Freedom of Speech | Peaceful criticism or moral advice based on religious ideology must not be classified as “mental harassment.” |
| Institutional Definitions | NGO-led “Special Education Institutions” must be clearly defined before being integrated into the mainstream. |
| Constitutional Harmony | International “best practices” must be harmonised with the Bangladesh Constitution and social reality. |
The statement features prominent voices from the country’s leading academic institutions, signaling that the unease spans the higher education sector. Notable signatories include:
Professor Dr Tareq Fazal, Rajshahi University
Professor Dr Md Enayet Ullah Patwary, Chittagong University
Professor Dr Hafez ABM Hizbullah, Islamic University
Professor Syed Md Galib, Jashore University of Science and Technology
The group stressed that while an interim government holds power, its primary mandate is to facilitate an acceptable election rather than overhaul the educational philosophy of the state. They warned that the student and teacher communities would not accept the implementation of a curriculum they perceive as socially disruptive through “linguistic acrobatics” and undefined terminology.
The teachers concluded by urging the authorities to engage in broader consultations to ensure the Education Act 2026 reflects the authentic will and cultural identity of the Bangladeshi people.
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