The DC Conference 2026, the first of its kind since the BNP government came to power after the 12 February National Election, is taking place in the capital. It therefore attaches great importance to the government’s direct contact with field-level officials who implement its plans and steps.
On the other hand, the DCs and Divisional Commissioners also need to share issues the country is currently facing, such as the outbreak of hums, the cry of the farmers in the haor areas, ongoing SSC examinations, the low quality of education, education without joyful situation, Quami madrasa education and its equivalency to general education, law and order situation of the country. Thus, a wide range of priority issues came up for discussion on the first day of the DC Conference 2026.
Regarding secondary and higher education, the DC conference discussed implementing the commitments outlined in the government’s 2026 election manifesto related to education and human resource development. It also discussed forming a pool of retired teachers and completing SSC and HSC examinations within the stipulated academic year.
Under technical and madrasah education, the DC conference discussed modernising madrasah and Qawmi education by expanding access to science, technology and IT alongside religious studies, as well as ensuring vocational education.
Regarding primary and mass education, the DC conference discussed introducing a uniform school dress from Class I onward to ensure inclusive, discrimination-free education. It also discussed organising year-round sports and cultural activities, introducing the “Notun Kuri” sports programs, mid-day meals and ensuring playground facilities in every school.
The important thing raised in the DC conference is that guardians and students become restless to get GPA-5, and the DCs in the DC conference opine that they should get out of this unreasonable race. Why this discussion? Our GPA-5 has not yet met the required acceptance standards, nor does it serve as a trusted criterion for assessing the real skills students have gained. This result does not show how much skill students have gained in a particular subject.
Moreover, for enrolling in higher education institutions and for better jobs, this grade is considered first, which definitely suggests that students must obtain a GPA of 5 if they want to do anything in the future. Thus, students try to gain it by adopting various techniques and strategies, and by having the teachers evaluate the scripts sympathetically or not, which makes it easier.
So, there is no relationship between students’ grades and their achievement of skills. Students, teachers, and guardians don’t know what students will need to achieve in mathematics, science, language, and social skills after passing the SSC or HSC. They know they must achieve the highest grade point average to get enrolled in higher educational institutions, be preferred in the job market, and go abroad, as they also want to see students’ GPAs.
So, we cannot blame the students and guardians. We must rather try to establish an assessment system that truly reflects students’ actual competency, not just grades.
DCs have raised the issue of making education joyful. I salute them for raising the issue, but the question is: who will make it? No single factor is responsible for making the teaching-learning situation enjoyable. We need very creative, motivated and meritorious teachers who can make any class interesting and joyful for learners through their creativity, motivation and merit.
To attract meritorious, bright, and creative individuals to teaching, we first need to make the profession joyful and lucrative. Have we ensured to do it so far? It is actually a social movement that cannot be done immediately, and a single official order cannot make it happen.
However, some teachers who are already in the job are creative enough to make learning joyful for learners. However, the sad story is that these teachers are not encouraged; rather, they are criticised. Their colleagues and institutional authorities obstruct their initiatives, and they are pressurised to complete their syllabus and to make students pass and get a GPA-5. They do not get any support from any corner. This matter needs to be looked into.
They raised the question of low-quality education, which really concerns all education-related individuals. They deserve thanks for raising the issue. They also raised the midday meal for primary-level students. We see the students from various corners of the country get sick and are hospitalised after eating this meal. In this respect, only cooked food that addresses all hygienic issues, or fresh dry foods like biscuits, can be distributed.
Quami madrasa education is still not modern and needs to be modernised by expanding access to science, technology, and IT alongside religious studies, and by ensuring vocational education. With this end in view, the minister says they will meet with the Quami leaders to decide the matter and establish equivalence between Quami and general education.
Regarding secondary and higher education, the DC conference discussed implementing the commitments outlined in the government’s 2026 election manifesto related to education and human resource development. Many institutions holding public examinations remain closed for extended periods, resulting in academic losses for students. To address this problem, the education minister has said they will establish multipurpose halls in each Upazila.
Many educational institutions lack an open playground, as discussed on the first day of the DC conference. An educational institution must indeed have an open field for students to play. However, the number of institutions is increasing due to a growing population, squeezing our arable land and forcing us to do more with less.
Most of our existing institutions have large fields, but the new ones cannot afford them. So, we need to find newer ways and means to expand students’ game and sports facilities, so we do not have to lose much of our arable land. Let the DC conference end on a positive note, with success and people-oriented projects and plans.
About the Author
Masum Billah works as a President of the English Teachers' Association of Bangladesh (ETAB), Dhaka, Bangladesh. He previously worked as an Education Specialist at BRAC, an international NGO in Bangladesh.