The Policy Hackathon 2025, organized by the Institute of Informatics and Development (IID) and Youth for Policy (YfP), brought together 60 young innovators from 15 districts across Bangladesh under the theme “Education in Times of Transition.” Youth for Policy Head Sunjida Rahman explained the reason behind choosing the theme. She emphasized that the education system must be resilient — schools should remain open and learning should continue despite political unrest, climate disasters, social safety concerns, or any form of violence. “School must go on, education must go on,” she affirmed. The five-day event aims to identify the best community-driven policy solutions to address the pressing challenges of rural education amid social, economic, and digital transformation.
During the panel discussion on “Education in Times of Transition,” experts emphasized the urgent need for inclusive, ethical, and forward-looking reforms in Bangladesh’s education system.
Dr. Md. Harunur Rashid, Assistant Director at NAEM, reflected that “teachers and students share very little emotional connection today—largely because of a long-standing shortage of quality educators. To address this, the teacher recruitment process must be made transparent and effective.”
Dr. Sumera Ahsan, Professor at the Institute of Education and Research (IER), University of Dhaka, noted that “research shows that only a few teachers maintain close relationships with their students, while most remain disconnected. This challenge isn’t unique to Bangladesh—it’s global. Teachers must understand their responsibilities and the importance of nurturing meaningful engagement in classrooms.” She also highlighted the role of AI and ethics in education, adding that “students must learn how to use AI ethically to enhance their competence and creativity. Our curriculum was research-based but implemented hastily, often used as a political tool. Educational research should reach parents and communities to truly improve learning outcomes.”
Md. Farhad Alam, Deputy Director (PEDP-4), Directorate of Primary Education, broadened the discussion, saying, “Inclusion does not only mean supporting persons with disabilities. We face many institutional barriers and need strong regulations to overcome them. Young people must play a greater role in the teaching–learning process.”
He further emphasized that “despite numerous recommendations, the National Education Commission has yet to be formed. We must ensure participatory policymaking involving all social groups, as impulsive decisions remain a major challenge in our policy landscape.” He also highlighted ongoing government initiatives such as remedial education, foundational literacy programs, and pre-service teacher training, aimed at reducing learning poverty and promoting empathy and behavioral growth among primary students.
He further called for coordinated efforts to tackle learning poverty and emphasized the need for time-responsive curricula, quality textbooks, and skilled teachers to keep pace with global transformation.
The session was moderated by IID CEO Syeed Ahamed, who began the discussion by referring to IID’s recent study findings. He highlighted how, in the post-pandemic period, rising socio-economic challenges have contributed to increased school dropout rates. Many parents, driven by concerns over harassment and safety, are arranging early marriages for their daughters instead of keeping them in school.
The Policy Hackathon 2025 not only encouraged policy dialogue but also empowered youth to design innovative community projects aimed at transforming education during this period of transition — bridging the gap between policy, people, and practice.