While the decision to appoint music teachers by the interim government pinned hope among cross-sections of people; the fact that they failed to stick to the decision frustrated many more, laying bare an uncomfortable truth about the influence of external forces on policymaking.

The interim government’s decision to backtrack on appointing music and physical education (PE) teachers in government primary schools, bowing down to the demands of religious and political leaders, refers to a process of handing over the fate of our children to a certain group of people who want to limit excess of knowledge and refuse the idea of producing creative and tolerant citizens.

The government on 28 August this year issued a gazette notification adding the provision of recruiting music and PE teachers only to repeal the decision on Monday. Though the Chief Adviser’s press wing has explained that the government found the plan “unrealistic”, it is surely a compromise with the mental and physical growth of the kids, depriving them of their rights to receive creative education.

Research conducted around the world has shown that music education enhances children’s cognitive development, memory, concentration, and problem-solving abilities. Studies have found that learning rhythm and melody strengthens pattern recognition skills, which support reading and mathematical understanding.

According to the OECD (2022), problem-solving skills improve by an average of 15 per cent in Finland due to music education. A study in Germany found that children who learn music perform 17 percent better in mathematics and language. UNESCO (2019) reported that in Japan, children participating in music education demonstrate 20 percent stronger attention and memory.

John Dewey, the “father of progressive education,” stated in his book “Democracy and Education” (1916) that education is not merely a process of memorising facts — it is a continuous practice of connecting children’s experiences, imagination, and social reality. Music, drama, sports, and art broaden these experiences, enhancing children’s imagination and problem-solving skills.

On the other hand, Paulo Freire, in his “Pedagogy of the Oppressed” (1970), argued that narrow and one-dimensional education turns generations into “silent consumers,” suppressing imagination and critical consciousness.

The key question here is: how diverse, creative, and holistic do we want our children’s education to be? UNESCO’s Futures of Education (2019) report states that the goal of 21st-century education is to nurture children not only in acquiring knowledge but also in developing creativity, critical thinking, and social empathy.

The same report emphasises that for children’s healthy development, they must be given equal opportunities in three areas — physical, mental, and creative. In other words, education must include sports, cultural activities, and a range of extracurricular engagements.

Bangladeshi educationists and researchers also opine that early exposure to music education goes far beyond entertainment as it nurtures children’s intellectual, emotional, and social growth.

“Children are like clay. Their educational institutions guide them to be creative, thoughtful and imaginative. Guardians are now busy in encouraging their kids to obtain good grades in examinations by memorising text books. In such a situation, developing their habit of reading creative books, watching dramas or learning music are essential if we really want to get tolerant citizens who can think critically and act smartly,” Dr Priyanka Gope, Chairman of Department of Music at Dhaka University, told the Daily Sun.

Who are opposing it and why?

Since the decision of recruiting music and PE teachers was taken, Islamic and political leaders were protesting this terming the step “forced and irrelevant”. They staged demonstrations and arranged seminars in this regard.

Jamaat-e-Islami, Islami Andolon Bangladesh, Khelafat Majlish, Bangladesh Khelafat Majlish, and Bangladesh Khelafat Andolon and Hifazat-e Islam jointly or separately organised different programmes, demanding the appointment of religious teachers instead of music teachers.

They said the move is indirectly connected with an atheistic philosophy to make the future generation “faithless” and an attempt to “destroy schoolchildren”.

Addressing a seminar on 16 September at the Institution of Diploma Engineers, Bangladesh (IDEB) auditorium in the capital, they urged the government to scrap plans for appointing dance teachers at primary schools and instead recruit religious instructors to ensure the younger generation grows up as honest and responsible citizens.

Earlier, on 12 September, Bangladesh Khelafat Andolon held a protest rally at the north gate of Baitul Mukarram in the capital, demanding the appointment of Islamic scholars (alem) as religious teachers.

Examples of other Muslim countries

Advocates of religious education often present music education as contradictory to the religious or ethical education. They claim Western experience is not applicable in our society.

But the experiences of advanced Muslim-majority countries refute this claim. In Turkey, since the time of Kemal Atatürk, music education has been an integral part of primary schooling.

Even today, government schools mandate lessons in music, fine arts, and drama. They have both religious teachers and music teachers. Islam and moral values have not disappeared from society; rather, Turkey has produced world-class orchestras, films, literature, and scientific achievements.

According to Malaysia’s Education Blueprint 2013–2025, music education is considered part of “soft skills and moral development.” This Muslim-majority country has linked creativity with ethical growth.

In Indonesia, the world’s largest Muslim country, UNESCO’s 2021 report clearly states that music and cultural education are compulsory in primary schools because they help children develop community bonding and religious tolerance.

In the United Arab Emirates (UAE), music classes are also mandatory in schools, regarded as part of “global citizenship skills.” Religious education exists there, as does music education—neither replaces the other.

Similarly, Qatar’s National Vision 2030 emphasises building future generations through a balanced foundation of science, arts, and ethics. Hence, music education stands as a fundamental complement to STEM learning.

These make it clear that influential Muslim countries don’t see music education the way our Islamic or Islamic political leaders consider it.

In most cases, tender aged students in Bangladesh are overburdened with excessive pressure of studies and monotonous syllabus. The decision of appointing music and PE teachers could bring a variety in education and offer them a sigh of relief.

Besides, the families who don’t have the ability to keep a private tutor to teach their children music or other extracurricular activities could easily avail this opportunity to enrich the creative faculty of their kids.

The interim government has repeatedly compromised with the right wing forces and retreated from their stance of offering standard education to students. Earlier, it dissolved a committee formed in September last year to revise the textbooks under the National Curriculum and Textbook Board in the face of religious groups’ demands.

Bangladesh has a long and rich musical legacy. Baul, Bhatiali, Bhawaiya, Jari, Sari, Murshidi, Maijbhandari, Jhumur etc. genre of music are intertwined with the tradition and culture of this country. Will our next generation be disconnected from it and deprived of this legacy? 

The ongoing opposition to music education in Bangladesh can be seen not merely as a religious demand but as an attempt to impose an educational ideology that restricts children’s critical awareness and fosters a generation of unquestioning followers.