Evidence, not assumptions, should guide education reforms

This piece is a rebuttal critically examining the article titled “We need education reforms that actually work,” published in The Daily Star on March 15, 2026. Dr Manzoor Ahmed’s evaluation of recent education reforms in Bangladesh contains assumptions and analyses without adequate research evidence. My aim is to present evidence that contradicts the article’s argument and analysis, thereby creating scope for further improvement on critical issues.

The article suggests that poor classroom teaching drives the rising demand for private tutoring and coaching centres. However, there is no supporting evidence from global or local research for this claim. Conversely, a 2012 study by the Asian Development Bank indicates that private tutoring is a widespread phenomenon across Asia. Countries like Singapore and South Korea, renowned for their educational excellence, also have high private tutoring participation, highlighting its global prevalence rather than a direct link to classroom quality. One study claimed that the success of Singaporean children in the Program for International Student Assessment (PISA) ranking in math, science, and reading is largely attributed to private tutoring despite strong classroom teaching. Similarly, in South Korea private tutoring is popular despite significant government investment and policies aimed at reducing it. Research indicates that household spending on private tutoring in South Korea continues to grow rapidly, highlighting its importance for students’ academic achievements. These trends suggest that private tutoring can play a crucial role in educational success by complementing formal education systems and reflecting cultural emphasis on academic excellence.

As a teacher, I have observed that the demand for coaching centres surges ahead of major public exams, driven by intense competition in our country’s examination and admission systems. These centres offer specialised preparation materials, including practice tests, prediction of questions, and test-taking strategies, which complement classroom instruction rather than replace it. A research article titled “Shadow Education and Its Academic Effects in Bangladesh: A Vygotskian Perspective” indicates that private tutoring can effectively enhance students’ academic performance. Attributing the growth of private tutoring solely to inadequate classroom teaching presents a narrow view of the education system, overlooking the broader factors that influence students’ pursuit of academic success and the role of supplementary coaching in their preparation process.

The second argument in Dr Ahmed’s article suggests that education reform should focus on optimising outcomes by analysing education through an input–process–output (IPO) framework. However, this approach is overly simplistic and reductionist as it fails to capture the complexity of educational systems. While the IPO model is commonly used in policy analysis—where inputs like teachers, infrastructure, and materials are transformed into outputs such as exam results—current research indicates that education systems do not operate through linear mechanisms. Some researchers have concluded that the IPO approach is flawed and should be abandoned because a large body of research found no systematic relationship between input and output. One of the key reasons was that in the given approach inputs are under the control of public policymakers rather than families or households. As a result, the role of socioeconomic background and students’ aspiration for education is completely ignored. US sociologist James C Colmen found that “the socioeconomic background of the individual child” rather than school quality matter the most when it comes to students’ learning outcomes. The finding by Colmen aligns with my observations, indicating that children from educated, financially stable families tend to perform better in exams. As such, framing education reform solely as an optimisation within an IPO model risks oversimplifying the complex institutional factors influencing educational outcomes, which require a more nuanced understanding beyond basic models.

The third argument suggests that scholarship examinations are problematic within our education system. However, viewing school-level scholarship exams as barriers to academic growth ignores their practical benefits. For many students in Bangladesh, these exams serve as motivation and a chance for recognition. They provide hardworking students, often from modest backgrounds, with acknowledgment of their efforts and talent. Additionally, financial incentives help cover educational expenses. Scholarship exams signal to parents and school authorities the potential of specific students rather than all. It is unreasonable to expect every student to progress equally, as individual abilities vary. Recognising these differences, scholarship exams can motivate high-achieving students and promote a merit-based approach for rewarding them, which is essential for fostering excellence and encouraging talented students to reach their full potential.

Framing scholarship examinations as a problem risks shifting attention away from deeper systemic issues. If concerns exist surrounding excessive exam pressure or coaching culture, the solution lies in improving how such exams are implemented—not in dismissing a mechanism that has historically inspired many students to strive for excellence.

Finally, effective education reform must be grounded in rigorous evidence rather than assumptions. The issues highlighted—such as private tutoring, the limitations of the IPO model, and the role of scholarship examinations—demonstrate the complexity of the education system. Simplistic explanations often dominate public discourse but risk diverting attention away from critical social, institutional, and behavioural factors that influence student learning and outcomes. To develop meaningful reforms, policymakers and educators need to rely on evidence-based analyses to identify effective strategies. Such an approach ensures that reforms are well-conceived, sustainable, and capable of addressing specific educational challenges. Ultimately, thoughtful, data-driven decision-making is essential for designing future education policies that genuinely enhance student outcomes.

Dr Shamsul Arifeen Khan Mamun is a professor of economics and former senior education officer at the Asian Development Bank. He also served as lead consultant of World Bank-funded College Education Development Project.

Views expressed in this article are the author's own. 

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