‘One Teacher, One Tab’ Is the Solution

Our experience shows that whenever a new government takes office, it undertakes the enormous task of changing the curriculum. Yet, such a gigantic reform cannot be accomplished overnight. A curriculum shapes generations; therefore, it requires careful research, piloting, teacher preparation and gradual implementation. Certainly, the curriculum should reflect global realities so that learners become familiar with contemporary developments and adapt accordingly. Courses and teaching methods must align with global trends and practical needs, enabling students to support themselves with the knowledge and skills acquired during their academic life. Education must prepare them not merely to pass examinations but to function competently in real life and in a competitive global environment.
This calls for periodic and evidence-based revision, not frequent drastic changes that may sound exciting but are often impractical. Proposing a complete overhaul by branding the existing curriculum obsolete is not always reasonable. What we truly need is a smooth and effective teaching–learning environment from classroom to national level. Unfortunately, this area is neglected, as if changing the curriculum alone could solve all problems. Structural weaknesses remain untouched while cosmetic reforms dominate public discussion.
A curriculum is a comprehensive, long-term educational framework outlining overall goals, content standards, pedagogy and assessment philosophy. A syllabus, by contrast, is a subject-specific outline of topics for a particular term or semester. In our country, many teachers may never even see the centrally developed curriculum document. They focus on completing the syllabus within a limited timeframe rather than ensuring depth of understanding. Examinations emphasise predictable recall, and students advance without mastering concepts. Even many teachers lack a clear and transparent idea of the curriculum’s broader objectives; they deal only with syllabuses and textbooks.
Textbooks are tools through which broader educational aims are realised, yet many teachers remain unaware of this linkage. When costly curriculum reforms are introduced with much publicity, they rarely reach teachers in a meaningful way, let alone students. Training is often brief and superficial, monitoring remains weak, and feedback mechanisms are absent. A serious gap therefore exists among policymakers, teachers and learners. Curriculum stands in one sphere; classrooms function in another. This disconnection gradually erodes effectiveness.
At a press conference on 19 February 2026, the state minister for education acknowledged that education spending remains structurally low compared to global standards. He noted that allocation has hovered around 12 per cent of the national budget and roughly 1.5 to 2 per cent of GDP, far below international norms. He outlined plans to improve fiscal management, align project approvals with the school calendar, introduce milestone-based fund releases and strengthen procurement planning through the electronic system. These proposals have merit and reflect administrative awareness. However, only effective implementation will bring real change. 
We earlier urged the new government to prioritise bringing students back to classrooms, especially after prolonged disruptions culminating in the July Uprising. For years, attendance and engagement have been declining, but the crisis has recently become more visible. Other reforms should follow gradually and systematically. Curriculum is not the core problem; the real crisis lies in the weakened teaching–learning environment. The education minister has identified three priorities: restoring classroom attendance, reviewing the curriculum and modernising technical education. Yet, hints of a total curriculum overhaul remain concerning without stabilising classroom practices first.
Sound education depends on teachers, students, guardians, school climate and the wider social environment. Why does effective teaching not occur? Students often lose interest because classes are uninspiring and overly lecture-based. Moreover, students can pass examinations regardless of what they write, sometimes receiving good grades due to silent pressure to inflate results and showcase higher pass rates. When attendance declines, teachers also become less committed, creating a cycle of mutual indifference. This area requires research, creativity, professional development and strict accountability. Question-setting must be innovative and analytical, yet many teachers rely heavily on notes and guidebooks. Even board exams often repeat predictable patterns. The problem lies not in guidebooks but in the lack of professional effort, supervision and institutional responsibility.
Public examination questions must avoid repetition and stereotyping. Unlike O and A Level exams, our questions are frequently recycled, allowing coaching centres to predict them with ease. Success then reflects prediction and memorisation rather than intelligence or creativity. As a result, many conventionally “successful” students lack confidence in reading, treat mathematics mechanically and quickly forget memorised concepts once examinations end. 
The “One Teacher, One Tab” initiative promises to modernise education by equipping teachers with tablets for planning, attendance and tracking learning evidence. While appealing, similar attempts have failed before. Pilot programmes introduced by NGOs with close supervision, residential training and logistical support could not sustain long-term success. Technical glitches, maintenance costs, misuse and lack of digital readiness quickly surfaced. If well-resourced NGOs struggled to maintain such initiatives on a small scale, implementing them nationwide will be even more challenging. Moreover, excessive digital dependence raises health, distraction and social concerns.
Real reform must begin with strengthening the teaching–learning process, restoring classroom seriousness, ensuring accountability and fostering genuine understanding. Teachers need continuous professional support; assessment must reflect creativity and reasoning; and students must regain trust in the value of attending classes. Curriculum change may be necessary at intervals, but without addressing these foundational weaknesses, no reform, however ambitious, will produce meaningful and lasting improvement in our education system.
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The writer is the President, English Teachers’ Association of Bangladesh. He can be reached at [email protected]