Prioritizing Religious Education in Bangladesh’s Primary Schools: Urgent Need for Qualified Teachers

The inclusion of religious books in the primary school curriculum of Bangladesh many years ago was undoubtedly a positive and farsighted initiative. However, what remains most striking is the absence of any structured effort to recruit qualified religious teachers to deliver this education effectively. Without competent instructors, the intended objectives of incorporating religious texts into the curriculum cannot be achieved.

At the formative stage of education, leaving children without proper guidance risks creating confusion regarding values and moral direction. Education, in its truest sense, is a tool for character formation, and religious education, in particular, plays a vital role in shaping that character toward ethical and socially responsible paths. The neglect of this dimension points to a serious policy gap.

Meanwhile, the government’s education commissions and policymakers have often demonstrated greater concern for issues that are marginal to the fundamental needs of society. The emphasis placed on such matters tends to complicate the education system rather than address its pressing priorities. Most notably, the critical need for the recruitment of religious teachers has not received the policy attention it deserves.

Paradoxically, while the appointment of religious teachers remains overlooked, initiatives have been taken to recruit music teachers across primary schools nationwide. This raises important questions about policy priorities. In a country where specialized institutions such as the Shilpakala Academy already provide training in music and the arts, the rationale for appointing music teachers in every primary school is debatable. It is not the responsibility of the state to turn every student into an artist; rather, opportunities for artistic development should remain accessible through existing institutions for those with genuine interest.

In light of these realities, a clear policy recommendation emerges: the government should reconsider the allocation of resources toward non-essential recruitment and prioritize the immediate appointment of qualified religious teachers in primary schools. Such a step would not only respect the sentiments of the majority population but also contribute meaningfully to the moral and ethical development of future generations.