DU Correspondent: A special seminar at the University of Dhaka has brought the question of how Bangladesh should reshape its education system in light of its own history, values and social realities into renewed focus.

Bangladesh Islami Chhatra Shibir Dhaka University unit organised a seminar titled “Decolonisation of Education: Abdul Malek’s Education Proposals and the Present Education System of Bangladesh on the occasion Islamic Education Day.” It was held at 3pm on Saturday at the July Martyrs Memorial Auditorium of Mujib Hall. The discussion centred on the structure of Bangladesh’s existing education system, the influence of colonial-era ideas and the relevance of educationist Abdul Malek’s thinking to the country’s contemporary educational needs.

Nurul Islam, central president of Bangladesh Islami Chhatra Shibir, and Sadiq Kayem, VP of the Dhaka University Central Students’ Union (DUCSU) were attended among the invited guests.

The seminar featured a panel discussion involving Saifuddin Ahmed, a professor at the University of Dhaka’s Department of Peace and Conflict Studies, and Editor and Essayist Shihan Bin Omar. They examined a range of issues, including the present state of education in Bangladesh, the purpose of education and the influence of colonial thought on educational practices and institutions.

Md Sazzad Hossain Khan, organising secretary of the Dhaka University unit of Bangladesh Islami Chhatra Shibir was presented as the keynote paper. His paper examined different aspects of Abdul Malek’s educational proposals and considered their relevance to the present education system in Bangladesh.

The organisers said the seminar sought to place the concept of “decolonisation of education” at the centre of public discussion. In particular, it raised the question of what philosophy and values should guide education in Bangladesh.

The discussion also provided an opportunity to examine both the limitations and possibilities of the country’s existing education system.

The idea of decolonising education generally involves critically examining inherited systems of knowledge, institutions and educational approaches that developed under colonial rule. Supporters of the idea argue that education should reflect a society’s own historical experience, cultural context and intellectual priorities rather than relying uncritically on models inherited from elsewhere.

In the Bangladeshi context, however, such a debate also raises broader questions: What should be the ultimate purpose of education? How should academic freedom and independent inquiry be protected? And how can the education system remain relevant to Bangladesh’s social, economic and national realities while engaging with global knowledge?

A central feature of the seminar was the examination of educationist Abdul Malek’s proposals. The organisers sought to connect his ideas with contemporary debates over the direction and purpose of education in Bangladesh.

Rather than treating education simply as a means of obtaining qualifications or employment, the discussion placed greater emphasis on the philosophical foundations of education and the values that shape learners and society.

The debate is particularly significant at a time when questions about curriculum, educational quality, national identity, employability, critical thinking and the relationship between education and social values continue to generate discussion across Bangladesh.

The seminar was chaired by Mohiuddin Khan, president of the Dhaka University unit of Bangladesh Islami Chhatra Shibir.

According to the organisers, the event has opened another space for discussion on education, philosophy and national education policy within the university community. At its heart were questions about the goals of education, freedom of intellectual inquiry and the development of an education system suited to Bangladesh’s own circumstances.

The seminar therefore adds another voice to the continuing national conversation over what Bangladesh’s education system should seek to achieve—and how the country can balance its own intellectual and cultural priorities with the demands of an increasingly interconnected world.