wewmGm wcÖwjwgbvwi

Bs‡iwR

Lecture 14
Subjunctive
Parallelism, Inversion
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SUBJUNCTIVE
 Mood & Subjunctive mood of verbs ― The  Congress has decreed that the gasoline tax be
subjunctive mood is the verb form used to explore a abolished.
hypothetical situation or a wish, a demand or  We proposed that he take a vacation.
suggestion. Verb G ‡mB iƒc hv GKwU Aev¯Íe cwiw¯’wZ, cÖZ¨vkv  I move that we adjourn until this afternoon.
civgk© BZ¨vw` fve cÖKvk K‡i _v‡K|  wKš‘, We ask that question being curious. GLv‡b question-
 Mood of Verbs ― Mood n‡jv verb Gi †mB Form hv Gi ci ‘be’ nqwb, ‘being’ n‡q‡Q| KviY, that-Gi ci †Kvb subject
GKRb e³vi Attitude (g‡bvfve) cÖKvk K‡i| Bs‡iwR‡Z Mood wn‡m‡e question e‡mwb eis object wn‡m‡e e‡m‡Q| (‘that’ Gi c‡ii
wZb cÖKvi: Indicative Mood, Imperative Mood,
clause wU Passive form- Av‡Q)
Subjunctive Mood
 Indicative Mood: ‡Kvb wKQz ¯^vfvweKfv‡e eY©bv Kiv Rb¨ ― Note : wKš‘ Subjunctive verb Gi ci that bv _vK‡j Infinitive
That car is fabulous. [Assertive, Interrogative n‡e| ‡hgb: We urge that he leave now. We urge him to
sentence GB Mood G cÖKvwkZ nq|
leave now.
 Imperative Mood: Av‡`k m~PK verb ‡hgb ― Look at that
 g‡b ivL‡eb Suggest Gi ci gerund nq| ‡hgb: I suggest that
fabulous car. [Av‡`k ‡`Iqv I wb‡`©kbv cÖ`v‡bi Rb¨ e¨envi nq]
I do it now. I suggest doing it now.
 Subjunctive Mood : GwU wish (Kvgbv), proposal (cÖ¯Íve),
suggestion(civgk©), Hypothetical situation (KvíwbK  Subjunctive word-Gi c‡i that w`‡q †h subject- wU _vK‡e Zv
Ae¯’v) BZ¨vw` cÖKvk K‡i| I wish I could drive the fabulous hw` †Kvb passive sense cÖKvk K‡i, Z‡e cÖ_‡g be Ges Zvi c‡i
car all the day. verb- Gi past participle form _vK‡e| A_v©r, structure- wU
 Subjunctive Mood `yB cÖKvi: Present subjunctive and n‡e wb¤œiƒc: Subject + Subjunctive verb/ noun + that
Past subjunctive: + Subject + (not) + be + V3 (any tense). ‡hgb ―
 Past subjunctive: GwU eZ©gvb I AZx‡Zi Avkv AvKv•ÿv I  I recommend that the letter be written.
Aev¯Íe cwiw¯’wZi cÖKvk NUvq A_v©r Hypothetical situation  I suggest that the job be done.
and wish Gi Rb¨ GwU e¨envi nq|  I request the story be retold.
 Present Subjunctive: GwU almost always Future  wb¤œwjwLZ Adjective ¸‡jv g‡b ivL‡Z n‡e| Essential,
fwel¨Z AbyfzwZ cÖKvk Ki‡e (A_v©r suggestion, proposal, Imperative, Important, Necessary, Advised,
necessity, demand Gi Rb¨ Present subjunctive Mandatory, Obligatory, Urgent, Suggested, Proposed,
e¨envi nq| GLv‡b D‡jøL¨ †h GB present subjunctive Recommended, Required
mood cÖKvk Kivi Rb¨ `ywU verb ev `ywU clause _vK‡e| A_©vr Dchy©³ Adjective ¸‡jv hw` Sentence- G e¨eüZ nq Zvn‡j
evK¨wU complex sentence n‡e| wb‡Pi verb-¸‡jv †Lqvj sentence wU `yBfv‡e n‡Z cv‡i|
Kiæb ―  Adjective ¸‡jvi c‡i hw` that + subject _v‡K Zvn‡j c‡ii
advise ask Command decree verb wU simple form n‡e| A_©vr, It + be (any tense)
insist urge Move Order + Adjective+ that + V1. ‡hgb ― It is necessary that
prefer propose Require Request he find the books. It has been suggested that he
recommend stimulate Stipulate Suggest forget the election.
Obligatory Mandatory Urgent Imperative  wKš‘ Adjective ¸‡jvi c‡i hw` that bv _v‡K Zvn‡j c‡ii
necessary Important Essential verb wU infinitive n‡e| A_©vr, It+ be (any tense) +
Adjective+ to+ verb (infinitive). ‡hgb ― It is
GLvb †_‡K †Kvb kã complex sentence Gi principal clause G imperative to be on time.
e¨eüZ nq Avi H sentence Gi joiner hw` that nq Z‡e GgZve¯’vq
standard formal written English Gi wbqg nj that clause Gi
EXERCISE
verb
1. The office requires that we ― our work timely.
Active n‡j = base form and
(K) Have completed (L) completed D: M
Passive n‡j = be + V3 em‡e| (M) complete (N) should complete.
g‡b ivL‡eb- that clause Gi GB verb wUi mv‡_ KLbI 2. The doctor suggested that the patient ---- weight.
ing/ed/s/es/modal auxiliary/past form e¨envi Kiv hv‡e bv| (K) should lose (L) would lose D: N
Dchy©³ word wU Kvgbv K‡i †h that clause Gi subject wU Zvi verb (M) loses (N) lose
‡K m¤úv`b KiæK| hv evsjvq ÔAbyÁvÕ Gi gZ| †hgb : 3. The boss prefers that he --- with his clients personally.
 The judge insisted that the jury return a verdict (K) speak (L) speak D: L
immediately. (M) is to speak (N) speaking
 The doctor suggested that his patient stop smoking.

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4. Doreen was so furious that she stopped playing the

piano because her teacher insisted that she ― he
Parallelism
scales. D: L Parallelism is when phrases/words in a sentence have
(K) to practice (L) practice similar or the same grammatical structure. ‡Kvb ev‡K¨ hw`
(M) practicing (N) practiced. GKvwaK information (Z_¨) ¸”Q AvKv‡i e¨envi Kiv nq, Zvn‡j H
5. He suggests to Jane's Aunt that the girl --- away to mKj word/phrase ¸wji g‡a¨ word formation Gi MVbMZ GKUv
school. D: L wgj _vK‡Z n‡e| Ab¨_vq standard written English G sentence
(K) be sending (L) be sent wU fzj wnmv‡e MY¨ n‡e| Avi mgZv iÿv Kivi GB wbqg‡K parallelism
(M) should be sending (N) should be sent e‡j| Parallelism `yB ai‡Yi n‡Z cv‡i : (1) Parallel structure in
6. It is imperative that you ---- there in person. D: K series of words/phrases (2) Parallel structure by coordinate
(K) be (L) will be conjunctions & corelative conjunctional phrases.
(M) are (N) by holding
7. Mr. Waldman recommends that Dorinda ― promoted. Rule 01 – Parallel structure in series of words and
(K) is (L) are D: N phrases.
(M) is being (N) be  Noun Gi mv‡_ me¸wj Noun ewm‡q Parallel Ki‡Z nq| ‡hgb ―
8. The doctor suggested that she not ― D: N He is famous for honesty, brevity, and punctuality.
(K) smokes (L) to smoke  Adjective Gi mv‡_ me¸wj Adjective ewm‡q Parallel Ki‡Z
(M) smoking (N) smoke nq| ‡hgb ― He seems to me gentle, handsome, and
9. The students went to the principal and requested that romantic.
the examination ― postponed. D: K  Infinitive Gi mv‡_ me¸wj Infinitive ewm‡q Parallel Ki‡Z nq| ‡hgb
(K) be (L) are ― I love to swim, to boat, to fish.
(M) were (N) should be  Gerund Gi mv‡_ me¸wj Gerund ewm‡q Parallel Ki‡Z nq| ‡hgb
10. A teacher always prefers that her every single student ― ― I enjoy swimming, boating, and fishing.
(K) speaks the truth D: M  Past form Gi mv‡_ me¸wj Past form ewm‡q Parallel Ki‡Z
(L) will speak the truth nq| ‡hgb ― Due to Covid-19, all the people have been asked
(M) speak the truth to remain blocked, stopped and stayed at home for a few
(N) shall speak the truth days.
11. We urge that the naughty boy ― now. D: K  Pronoun Gi mv‡_ me¸wj Pronoun ewm‡q Parallel Ki‡Z nq| ‡hgb
(K) leave (L) leaves ― Hasan invited you, him, and me.
(M) is leaving (N) is to leave  Adverb Gi mv‡_ me¸wj Adverb ewm‡q Parallel Ki‡Z nq| ‡hgb
12. We proposed that he ― a vacation. D: K ― They rebuked me ruthlessly, harshly, and unjustly.
 Comparative Gi mv‡_ me¸wj Comparative ewm‡q Parallel
(K) take (L) takes
Ki‡Z nq| ‡hgb ― He responded the request, quicker,
(M) took (N) is taking
smarter, and bolder.
13. It was recommended that she ― for a short leave of
absence. D: L
Rule 02 – Parallel Structure with coordinate conjunctions:
(K) applies (L) apply
And, but, or, nor, as well as (G¸‡jvi Av‡M I c‡i GKB RvZxq
(M) applied (N) had applied
Parts of speech em‡e|
14. The Judge insisted that the jury ― verdict
immediately. D: L Rule 03 – With Corelative conjunctional Phrases Gi GKB
(K) returns (L) return MV‡bi word/phrase ‡K hy&³ Ki‡e (Not only....but also,
(M) returned (N) will return Both.....and, Either....or, Neither....nor):
15. The University requires that all its students ― a course
on films. D: L Rule 04 – ‡Kvb ev‡K¨i subject GKRb n‡j I Zvi GKvwaK KvR
(K) Took (L) take cici avivevwnKfv‡e comma/conjunction w`‡q D‡jøL Ki‡j GKwU
(M) have to take (N) should take gvÎ Main verb e¨eüZ n‡e| †hgb ―
16. It is important that the Dean's Office ― your  Because of his broken leg, Fahim has not
admission. D: L possibly never be able to run the mile again.
(K) will confirm (L) confirm  I never have nor ever will hurt anybody. [Hurt;
(M) confirms (N) must confirm main verb GKevi Avm‡Q]
17. After the assassination attempt, President Regan's Note: Structure hw` Avjv`v Avjv`v nq ev Kv‡Ri ZviZg¨ ev mg‡q cv_©K¨
doctor suggested that he ― a shot rest at camp David. _vK‡j wfbœ Tense Gi Kvi‡Y Avjv`v Avjv`v Main verb D‡jøL Ki‡Z n‡e|
(K) that I get (L) that I got D: K
†hgb: ― I never have nor ever will go there. (incorrect)
(M) me to get (N) that we should get.
I have never gone there, nor will ever go. (correct)
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Rule 05 –Tense GKB n‡j GKwU gvÎ Auxiliary verb w`‡q 8. Heavy smoking and to overeat are activities which a
GKvwaK Main verb ‡K e¨envi Kiv hv‡e| †hgb ― heart patient must forego.
 I have lost him but gotten (have gotten). (K) Heavy smoking and to overeat D: N
 Some were acquitted, and some punished (were (L) Smoking heavily and to overeat
punished). (M) To smoke heavily and overeating
But hw` Tense Avjv`v nq Zvn‡j Avjv`v verb Gi Rb¨ Avjv`v (N) Heavy smoking and overeating
auxiliary verb e¨envi Ki‡Z n‡e| †hgb ― 9. Burrowing animals provide paths for alter in soil, and
 I have retired, and a new man appointed. (inc) so do the roots of plants ―
(K) decaying and they dying D: L
 I have retired, and a new man has been
(L) when they die and decay
appointed. (correct)
(M) they die and decay
Rule 06 – GKwU Preposition Gici GKvwaK Noun/Pronoun ‡K
(N) when they will die and decay.
conjunction Øviv hy³ Kiv nq| †hgb- Distribute the mangoes
10. Mr. Roberts is a noted chemist ― D: K
between Fahim and his students. wKš‘ conjunction Gi Av‡Mi
(K) as a well as an effective teacher
k‡ãi Preposition I c‡ii k‡ãi Preposition wfbœ n‡j `y‡UvB
(L) and too a very efficient teacher
Avjv`v K‡i D‡jøL Ki‡Z n‡e| †hgb ―
(M) but he teaches very good in addition
 He has come and will return to japan. (Inc)
(N) however he teaches very good also.
 He has come from and will return to Japan. (cor)
11. He ― the music, but also sings the songs. D: M
(K) only compose (L) not composes only
EXERCISE (M) not only composes (N) composes only
12. The common man is ― rich ― famous. D: K
1. In many ways, riding a bicycle is similar to ― [33Zg
wewmGm] D: K (K) neither/nor (L) either/or
(K) driving a car (L) the driving of a car (M) but/and (N) not only but also
(M) when you drive a car (N) when drving a car 13. Identify the correct sentence: Ans-B
(K) He washed neither his hand or his face
2. The man ― down silently and ― his food. D: M
(L) He washed neither his hand nor his face
(K) sits, took (L) sat, take
(M) He washed neither his hand or face
(M) sat, took (N) sat, had taken
(N) He washed neither his hand and also neither his face
3. I missed ― my friends and ― fun with them, but
strangely I missed the lessons and the teachers as well. 14. In many ways, riding a bicycle is similar to ―
(K) to see- having (L) see- have D: M (K) most beautiful (L) less beautiful D: M
(M) seeing- having (N) seeing- to have (M) driving a car (N) when driving a car
4. The lady will wash the clothes, iron the shirts and ― 15. Fast-food restaurants have become popular because
the furniture. D: M many working people want ― D: K
(K) dusting (L) dusted (K) to eat quickly and cheaply
(M) dust (N) have dust (L) eating quickly and cheaply
5. Identify the correct sentence. D: N (M) eat quickly and cheaply
(K) Robin enjoys hunting rabbits, socializing with (N) the eat quickly and cheaply
friends and to read comics. 16. Our biological clock is our body's natural habit ― at
(L) Robin enjoys to hunt rabbits, socializing with particular times.
(K) to sleeping, eating, and growing D: M
friends, and to read comics.
(M) Robin enjoys hunting rabbits, socialize with (L) to have slept, eaten, and grown
friends, and reading comics. (M) of sleeping, eating and growing
d) Robin enjoys hunting rabbits, socializing with (N) of sleeping, eating and to grow
friends, and reading comics. 17. From birth, nightjar chicks solicit food by walking to
6. In admission Test, to answer correctly/accurately is the front of an adult bird, reaching up. and ―
more important than  D: N (K) they peck at its bill
(K) You finish quickly (L) finishing quickly (L) peck at its bill D: M
(M) Quick finish (N) to finish quickly (M) pecking at its bill
7. She never has and she never will do any work. D: N (N) at its bill they peck
(K) she never has and she never will do any work. 18. Professional gardeners appreciate flowers for their ―,
(L) She never has and she will do no work. gorgeous colors, and pleasant fragrance. D: N
(M) She never has and she will never do any work. (K) attractively shaped (L) attractive, shapely
(N) She never has done and she will never do any work. (M) shaped attractively (N) attractive shapes

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19. Customs influence ― and how they prepare, serve, 23. The brain centers of ― and hearing enable a person to
and eat foods. understand written and spoken language.
(K) people eat that (L) people eat it D: M (K) vision (L) visual
(M) what people eat (N) what do people eat (M) the vision (N) a visual D: K
20. Students of economics take courses in such related 24. Ancient people believed that ― with a sun and a moon
fields as history, political science, and ― D: L rotating around it.
(K) Statistical (L) statistics (K) the earth was the center of the universe D: K
(M) Statistic (N) statistician (L) the earth is the center of the universe
21. To bake fish ..........from one to another. D: N (M) the center of the universe is earth
(K) It brushes with (L) brushing it with (N) the universe has earth at the center
(M) with its brushes (N) brush it with
22. Classical ballet dancers perform their movements
with an ― bearing. D: M
(K) openly and directly (L) openness and direction
(M) open and direct (N) opening and directly

INVERSION
Inversion refers to reversing the normal word order of a structure specifically subject verb word order. kãwU Avm‡Q Inverse
n‡Z| Avi inverse k‡ãi A_© nj Dëv| wKQz cwiw¯’wZ‡Z ev‡K¨i ¯^vfvweK kãµg D‡ë wM‡q evK¨ MwVZ nIqvi cÖwµqv‡K inversion e‡j| mvaviYZ
GKwU sentence MVb nj Subject + verb + object G iƒc| Avgiv GKwU sentence ‡K Interrogative Kivi Rb¨ subject Gi Av‡M
Auxiliary verb emvB| wKš‘ we‡kl wKQz Ae¯’vq †hgb ― ‡Rvi cÖ`vb Kiv ev adverb Gi cÖwZ ¸iæZ¡ `vb Kiv ev Ae¯’v‡bi `„pZv cÖKvk Kivi
Rb¨ sentence basic structure D‡ë hvq Ges ZLb Auxiliary verb wU sentence Gi ïiæ‡Z e‡m Ges structure wU `vovq ― Auxiliary
verb + Subject + Main verb + Object. Avevi KLbI KLbI Main verb + Subject + Object G iƒc nq|

wb‡¤œv³ Ae¯’vq Inversion nq  Such are the days of our lives.

 hw` Sentence Gi ïiæ‡Z wb‡¤œv³ k㸇jv n‡Z †Kvb GKwU _v‡K A_©vr hw` †Kvb ev‡K¨i ïiæ‡Z So + adjective/participle _v‡K or
Z‡e Zvi c‡iB auxiliary Verb em‡e| k㸇jv n‡jv ― Hardly, Such + Noun _v‡K Zvn‡j H ev‡K¨ inversion n‡e| †hgb ―
Rarely, Barely, Seldom, Now where, Never,  So ridiculous she look that everyone burst out
Scarcely, Little, Not once, By no means, Not until, At laughing. (Incorrect)
no time, No sooner , In no way, Not only  So ridiculous did she look that everyone burst
 Hardly, I had arrived when trouble started. out laughing. (correct)
(Incorrect) 04. Only + subordinate Conjunctions Gi †ÿ‡Î: Specially
 Hardly had I arrived when trouble started.- ― if, only because, only after, only until, only when BZ¨vw`
(Correct) _vK‡j ZLbI inversion n‡e| g‡b ivL‡Z Principal Clause-G B
 Only Gi mv‡_ wewfbœ preposition or Adverb. ‡hgb ― Only Inversion n‡e|
at, only in, only by, only on , only once, only recently.  Only if you have a serious problem, you can call
g~jZ Only + Preposition Gfv‡e GKwU Adverb Phrase MwVZ me. (Incorrect)
nq hv ïiæ‡Z Avm‡j Inversion n‡e|  Only if you have a serious problem, can you call
me. (Correct)
 Only in an emergency, you can use this exit.
 Adverb of Place or Adverb of order: sentence Gi ïiæ‡Z
(Incorrect)
_vK‡j ZLbI Inversion n‡e| ZLb Main verb Inverse Ki‡Z
 Only in emergency, Can you use this exit. (Correct)
n‡e|
 So + Adjective/Participle & Such + Noun Gi †ÿ‡Î ―
 In front of Dhaka University Arts faculty, a
 So strange was the situation that I couldn't statue lies. (Incorrect)
sleep.  In front of Dhaka University Arts faculty, lies
 So difficult is the test that students need three a statue. (Correct)
months to prepare.  Preposition + No + Noun ― Of no record, did he failed
 So expensive was the ticket that we couldn't in high school exams. ‡m nvB¯‹y‡j †dj K‡i‡Q Ggb †Kvb bwRi
attend the show. †bB|
 Such + to be + noun ... (that):  At no time did she say she would come.
 Such is the moment that all greats traverse.  At no point was the price mentioned.
 Such is the stuff of dreams.
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 Conditionals with inversions ― If I had known it 8. Beside my desk ― when I found her copying in the
would be so difficult I would never have enrolled. GB exam. I'm bewildered at her courage. D: K
evK¨wU‡K Avgiv ej‡Z cvwi Had I known it would be so (K) did she sit (L) she was siting
difficult I would never have enrolled. (M) sat she (N) she would sit
 After exclamations with 'here' and 'there': 9. Never ― do it again. D: L
 Here comes the winner! (K) I will (L) will I
 There goes all our money! (M) I'll (N) I would
 With verbs of reporting such as 'say' or 'ask' in direct 10. Hardly ____ centered the office when he realized that
he had forgotten his wallet. D: M
speech ― "I love you" said Fahim. GLv‡b Fahim said bv
(K) he had (L) he was
e‡jv ejv n‡jv- said fahim. (Inversion of main verb)
(M) had he (N) did he
11. Rarely____ anyone using typewriters now-a days.
EXERCISE (K) are whales (L) whales D: M
(M) will you see (N) you have seen
1. Only by change – that she had been stealing from us.
12. Not until evening ― D: N
(K) did I discover (L) I discovered D: K
(K) they will come (L) would they come.
(M) discovered (N) ought I to discover
(M) them will come (N) will they come
2. Only after I ---- home, did I remember my doctor's
13. Not until 1865____ the first antiseptic treatment on a
appointment. [28th BCS]
compound fracture. D: N
(K) going (L) go D: M
(K) when Josep lister tried.
(M) went (N) gone
(L) did when Joseph Lister try
3. Not once has our neighbor invited us to his house.
[32Zg wewmGm] D: L (M) that Joseph Lister tried
(K) Our neighbor has invited us into his house not (N) did Joseph lister try.
once but many times. 14. Rarely ---- anyone using typewriters now-a-days.
(L) Our neighbor has never invited us into his house. (K) you see (L) will you see D: L
(M) Occasionally our neighbour has invited us into his (M) you will see (N) you have seen
house. 15. ― so many people been out of works as today.
(N) Our neighbor has not always invited us his house. (K) more than ever before D: L
4. ― received law degree as today. D: L (L) never before have
(K) Never so many women have (M) In the past, there never have
(L) Never have so many women (N) formerly, there never were
(M) again, never they will 16. ― did kamal realize that there was dangers.
(N) again they will never. (K) Upon entering D: M
5. Not until a student has mastered algebra, ― the (L) When he entered the bank
principles of geometry, (M) Only after entering the bank
trigonometry and physics. D: L (N) After he had entered the bank
(K) he can begin to understand 17. ― have goods returned to us because they are faulty
(L) can he begin to understand (K) Seldom we do (L) seldom do we D: L
(M) he begin to understand (M) seldomly we do (N) rarely we
(N) begins to understand
6. Only if ― will proper labeling be essential. D: N
(K) the laws changed is (L) is changed the law.
(M) is the law changed (N) the law is changed
7. Never again ―
(K) They will come to my house.
(L) they come early in the morning.
(M) will come they with a dog.
(N) will they come with a dog. D: N

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The key changes needed in the education sector

Rubaiya Murshed
We are living in a new Bangladesh where ideas really are bulletproof, thanks to the sacrifices—of lives, of
sight, of comfort—made by countless students and general people in the July uprising, and to the sacrifices
by the likes of Abrar Fahad and many others before that were made dreaming of such a revolution. In respect
of their bravery and sacrifice, the rest of us must become louder in voicing ideas important for a discrimination-
free, fair and passionate Bangladesh. In tribute to them, I will do what I have been trained to do, and outline
what I think are the top priorities for our education sector in this rejuvenated and reform-promised Bangladesh.

Equity in primary education

If we imagine our education system as a pyramid, the wide base at the bottom would be the primary education
level. The base needs to be strong, meaning that primary education should yield the required level of learning
outcomes at each grade. Keeping in mind that different children face different realities and that privilege plays
a strong role, the focus should be on providing quality primary education all across schools, madrasas, villages,
and cities.
Equitable quality primary education would mean enabling students to read and write at the right level,
regardless of their socioeconomic background. A decentralised equitable widespread distribution of resources
is key in this case. Also, we must invest in research on primary education to find out what works in improving
learning outcomes at the primary level. Raising the bar of primary education will, in turn, pull up the quality
of secondary education as well.

Investment in educational research

If we want a reliable education system, there is no alternative to research-driven and evidence-based
approaches. In this time of change and opportunity, researchers must get the chance to document the changes,
the process of change, and both the perceived and actual consequences of any reforms. We have yet to know
why our "srijonshil intervention" failed or what led to the change in the assessment system in the new
curriculum. Process is important and this is where research becomes invaluable. Otherwise, anyone can take
up a role and implement changes that they believe in—the lack of a system and the absence of
institutionalisation allows room for this person-focused autonomy. No matter how knowledgeable a person
may be, no national-level reform should be without a process.

Streamlined purpose of a university education

Contingent on being able to achieve equity in the primary-level learning outcomes, we may consider
encouraging students to choose either the academic route or the Technical and Vocational Education and
Training (TVET)/diploma route from the college level. The choice of a route may depend on the students'
academic performance, personal ambition, or a combination of both. For this system to be implementable, we
need to first strengthen primary education so that academic performance or ambition is not biased by privilege.
Otherwise, we will end up with a faulty system where an underprivileged child, despite being academically
talented, is forced to pursue the TVET or diploma route.

This is linked to a similar choice being offered at the university level. Those seeking a career in academia may
choose the degree path, while others seeking different careers than academia, e.g., a civil service job, would
pursue the diploma route. Michael Spence's job market signalling model tells a story of how degrees have
become signals for employers, so much so that large numbers of students enrol in universities for merely that:
the degree. Consequently, students pursue a university degree to find jobs when in reality, perhaps a college
graduate degree could have been adequate for most jobs.

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Ideally, university—the academic route—shouldn't be for the masses. If we consider the purpose of the degree
route to be the creation of a body of academics who will produce and reproduce knowledge, mass participation
in university education defeats this purpose. Consider then, for example, that someone doesn't want to go into
academia, but just wants to acquire the skills needed for a job with a decent salary. This is where we need the
industry and job market to realign their intake criteria. It is time for them, across the board, to re-evaluate what
they want in their workers.

Ideas inspired by collective experiences

Steps should be taken to include social and charity work into the curriculum. For example, a requirement of
passing a grade could be that a student has to serve their community—plant trees, serve at an orphanage,
control traffic, clean public places, etc. Additionally, a restructure of the Bangladesh Civil Service (BCS)
recruitment process should be implemented to rethink how we measure merit in this country. Committees
involved in scholarship (Commonwealth, for example) granting processes controlled by the University Grants
Commission (UGC) and other such bodies should be rebuilt because there are strong grounds for questioning
the presence of some of the members who have sat on these selection boards for years.

Finally, creating political awareness should be prioritised through education among eligible and future voters
across rural and urban Bangladesh through extensive campaigning. This political awareness is crucial if we
are to change the norms and narratives around whom we elect as our leaders, which is an important
responsibility and can no longer be hereditary or bought with promises, favours or gifts. We need to actively
nudge voting behaviour towards realistic manifestos, candidates' potential to implement plans, and their
dedication and passion towards reforms in health, quality of life, and education. The new norm should be
people before profit, not the other way around.

But all these ideas first need to be vetted through rigorous research and contextualised, decolonised analysis.
The very first thing needed is to bring together a team of educational researchers—those with a track record
of extensive research and training in the field—to brainstorm the future of education in Bangladesh.

Dr Rubaiya Murshed is an education economist and a lecturer at the Department of Economics in the
University of Dhaka.

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