ENGLISH-MEDIUM EDUCATION AND THE UNIVERSITY QUESTION

Against a backdrop of globalisation, shifting labour markets and growing aspirations for international mobility, English-medium education in Bangladesh continues to expand in scale and influence. 
Each year, the number of institutions, students and teachers rises steadily, reflecting a broader shift in parental priorities towards globally recognised education pathways and English-language proficiency.
For many families, particularly in urban centres, English-medium schooling is increasingly seen not as a luxury but as a strategic investment.  Parents hope such education will equip their children with academic credentials, confidence and adaptability needed to compete in a globalised world.

WHY ENGLISH-MEDIUM EDUCATION IS GAINING

GROUND

Frequent curriculum revisions, assessment inconsistencies and systemic challenges within the Bangla-medium stream have prompted not only upper-income families but also sections of the middle class to explore English-medium alternatives. However, this growing demand has also reignited concerns over high tuition fees, uneven quality standards and the absence of a comprehensive government regulatory framework.
SM Hafizur Rahman, professor at the Institute of Education and Research (IER), University of Dhaka, told Daily Sun that stronger oversight is urgently needed.

“There should be a dedicated commission for English-medium schools to ensure proper management,” he said. “The students studying there are our children, and their education deserves careful supervision.”
He added that if management practices, teacher qualifications aligned with curriculum requirements, and assessment policies are systematically reviewed, these institutions could perform even better. “The government must take greater responsibility in monitoring and supporting this sector.”

HISTORICAL ROOTS AND PRESENT-DAY GROWTH

English-medium education in the subcontinent dates back to the nineteenth century, when British colonial authorities sought to create an English-educated administrative class. The landmark Macaulay Minute of 1835 formalised English-based education, emphasising literature, grammar, history, mathematics and science. Despite political transitions – from British rule to Pakistan in 1947 and Bangladesh’s independence in 1971 – the appeal of English-medium education never faded. In post-independence Bangladesh, demand gradually increased, particularly in major cities.
According to BANBEIS data (2024), Bangladesh currently has 147 English-medium schools, including 84 A-Level institutions, 50 O-Level schools and 13 junior schools. These schools serve 76,042 students, supported by 7,178 teachers – all figures higher than in 2023, when 123 institutions served 72,739 students with 5,873 teachers.
Geographically, Dhaka Division dominates, hosting 132 schools, followed by Chattogram (10) and Sylhet (5).
Annual tuition costs vary widely. Studying at leading English-medium institutions can cost between Tk200,000 and Tk40 lakh per year, depending on grade level and facilities.
Among the country’s best-known schools are Scholastica, International School Dhaka (ISD), Aga Khan School, Sunnydale, Mastermind, Maple Leaf International School, Sunbeams School, Australian International School, Glenrich International School, Haileybury Bhaluka and New Horizon Canadian International School.

THE RISE OF ISLAMIC ENGLISH-MEDIUM SCHOOLS

Alongside mainstream English-medium institutions, Islamic English-medium schools are gaining notable popularity. 
These schools blend international curricula with Islamic education, placing strong emphasis on Qur’an memorisation (Hifz), Hadith, Arabic language and moral development. Among them, Averroes International School, established in 2015, is considered the oldest in this category in Dhaka and currently educates more than 4,000 students from Play Group to A Level. 
The curriculum typically combines mathematics, science, English, social studies and history with Islamic studies, Arabic, fiqh and ethics.

UNDERSTANDING THE CURRICULA

Four major international curricula operate within Bangladesh’s English-medium system:
l    Cambridge Assessment International Education (CAIE)
l    Pearson Edexcel
l    Oxford International AQA
l    International Baccalaureate (IB)

Among these, Cambridge and Pearson Edexcel dominate the market. CAIE follows the Cambridge Pathway for ages 5-19, spanning Primary, Lower Secondary, Upper Secondary (IGCSE/O Level) and Advanced (A Level). Students can choose from over 40 O-Level subjects and 20 A-Level subjects. Pearson Edexcel, rooted in the UK education system, offers globally recognised qualifications across subjects such as mathematics, science, computer science, humanities and languages.
Abdullah Al Mamun Liton, regional development manager (Bangladesh & Nepal) at Pearson, told the Daily Sun, “Approximately 60% of English-medium schools in Bangladesh follow the Pearson curriculum, while around 40% adhere to Cambridge. The Oxford curriculum is still relatively new.”
He added that the International Baccalaureate, while prestigious, is significantly more expensive – often costing up to 15 times more than conventional English-medium schooling in Bangladesh.

EXAMINATION PARTICIPATION ON THE RISE

Participation in international examinations continues to grow. In the June 2025 Cambridge series, more than 680,000 candidates worldwide sat exams – 9% higher than the previous year.
In Bangladesh, over 4,800 students from 81 schools took IGCSE and O-Level exams, with more than 23,000 exam entries, marking a 3% increase. For AS and A Levels, 17,200 exams were taken by students from 73 schools – up 7% year-on-year.

FROM SCHOOL TO UNIVERSITY

After completing O and A Levels, students face the critical transition to higher education. Academic excellence, extracurricular engagement, leadership roles, and research exposure are increasingly important for securing admission to top global universities.
While many English-medium students pursue higher education abroad, a substantial number also continue their studies within Bangladesh, primarily at private universities. Popular choices include North South University (NSU), American International University-Bangladesh (AIUB), United International University (UIU), BRAC University, Ahsanullah University of Science and Technology (AUST), and East West University. These institutions provide flexible, internationally oriented programmes that align with the rigorous foundation students have received in English-medium schools.
Some students still opt for public universities, such as Dhaka University, BUET, and selected medical colleges, though domestic pathways can be competitive and admission processes are often cited by parents as challenging.
Urmee Diba, a parent, shared in an English-medium parents’ forum, “My daughter, a graduate of Mastermind School, is currently studying Chemistry at the University of Dhaka. It shows that domestic options, while demanding, are entirely possible for motivated students.”
Thus, for most English-medium graduates, private universities in Bangladesh serve as the main stepping stone to higher education, offering both academic rigor and pathways to global opportunities, while ensuring continuity in the English-language environment they have grown up in.