Balancing accountability with inclusion

In many developing countries, public trust in the education system has often been challenged. The challenge stems from examination malpractice. The reinstatement of Dr ANM Ehsanul Haque Milon as Minister of Education has renewed attention to discipline and accountability within the sector. During his previous tenure from 2001 to 2006, Minister Milon was recognized for reducing cheating at exams by means of his 'Nokol Mukto' initiative, particularly in rural examination centres. Building on that experience, his recent actions in 2026 reflect a similar commitment -- focusing on preventing question leaks, addressing digital cheating, strengthening monitoring systems, and ensuring that exam results reflect students' merit, and with a renewed focus on broader education-system reform.

However, his recent statement has raised important questions for educators and policymakers alike. The minister announced that students who fail public examinations will not be allowed more than two attempts. While this aims to encourage discipline and seriousness, it must be carefully considered in the light of the broader challenges facing education in Bangladesh.

There is no doubt that maintaining discipline in examinations is essential. Preventing cheating, ensuring fairness, and strengthening accountability are important for restoring trust in the system. However, the core challenge facing Bangladesh today goes beyond exam integrity -- it lies in the quality and inclusiveness of education itself.

When a student fails, it is not just a personal failure; it is a reflection of the limitations of the education system. Why is a student failing? Is he getting quality teachers? Does he have a supportive environment? What is his social and economic reality? What is his family situation? Without finding answers to these questions, simply limiting opportunities for re-examination is not a solution.

A major challenge in the country's education system is that many students do not clearly understand why they are studying certain subjects. They often question the practical value of their textbook knowledge and struggle to connect what they learn in the classroom with real life. As a result, many continue their education out of social expectation rather than genuine interest or purpose.

This problem is further reinforced by the way subjects are taught. In many cases, traditional classroom teaching fails to highlight practical applications or make lessons engaging for students. However, recent examples show a different possibility. Young educators, including mentors like Chamak Hasan, and others outside the conventional school system, have demonstrated that even complex topics can be taught in a simple and engaging way. Their approach has significantly increased students' interest in learning.

These experiences suggest that the issue is not a lack of talent among students, rather a lack of effective and inspiring teaching methods. Without meaningful engagement, students gradually become disconnected from their studies, which weakens the overall quality of education.

Global studies have shown that rigid testing and limited opportunity-based systems often backfire. World Bank research suggests that high-stakes testing systems in developing countries like Bangladesh create fear among students and increase dropout rates, especially for students from poor families. Similarly, the UNESCO says that ensuring flexibility and opportunities for relearning in education systems is essential for human resource development.

Educator and psychologist Benjamin Bloom says that every student is capable of learning any subject if given enough time and opportunity. "Teaching at the Right Level" has significantly improved the quality of basic learning. Additionally, "remedial education," or special support programmes for students who are lagging behind, has proven to be effective internationally. Such initiatives help students overcome setbacks and return to the mainstream.

In Bangladesh's education system, exam results are often treated as the only measure of success. This creates intense psychological pressure on students, affecting not only their studies but also their self-esteem, social acceptance, and sense of future security. Each year, after board results are published, reports of suicides and suicide attempts highlight the human cost of this pressure.

Limiting opportunities for failing students can also have wider social consequences. When young people are pushed out of education, they face higher risks of unemployment, social isolation, and involvement in harmful activities. From an economic perspective, reducing access to legitimate opportunities can drive some towards informal or risky paths, ultimately affecting social stability.

This raises an important question: do we want an education system that turns failure into a permanent barrier, or one that gives students the chance to improve and move forward? Education should not be punitive -- it should be supportive, inclusive, and designed to help students recover from failure -- not be defined by it.. Policies should therefore focus on evidence-based approaches such as "Teaching at the Right Level (TaRL)" and remedial education, which help students catch up and succeed.

The minister's efforts to strengthen discipline and restore trust in the education system are both timely and commendable. However, limiting re-examination opportunities may unintentionally disadvantage vulnerable students. A more balanced approach -- combining accountability with flexibility and support -- will ensure that reform strengthens the system without leaving students behind.

Humayun Ahmed Shrabon is a social and environmental impact researcher and Master's student in International Development and Public Policy at Nova School of Business and Economics, Lisbon.

The author can be reached at: Humayunshrabon@gmail.com