A group of 999 prominent educators from across Bangladesh has voiced “profound concern” regarding the interim government’s swift move to draft and implement the Education Act 2026. In a joint statement released by Engineer Muhammad Sadat, spokesperson for the Values Movement, the signatories argued that the timing and ideological framework of the proposed legislation are deeply problematic.
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Concerns Over Timing and Mandate
The academics contend that the primary responsibility of the current interim administration is to facilitate a credible national election. Pushing through a transformative and controversial legal framework while the nation is in a “transition toward the polls” is viewed by the dissenting teachers as an overreach of authority. They argue that such significant policy shifts should be the prerogative of a democratically elected government.
The Debate on Inclusive Education
The crux of the controversy lies in the definitions of “inclusive” and “non-discriminatory” education within the draft. The educators cite UNESCO documents to suggest that modern inclusive education often integrates “gender-transformative pedagogy.” They fear that ambiguous phrasing in the Act could be used to introduce LGBTQ+-friendly curricula that clash with the nation’s traditional ethos.
Specifically, the statement highlights the following points of contention:
| Ambiguous Terminology | Educator Concerns |
| “Any other reasons” | Viewed as an “open clause” that could sneak in sensitive social agendas. |
| “Disadvantaged/Special Needs” | Claimed to be undefined, potentially masking gender-diversity initiatives. |
| “Non-discriminatory Curriculum” | Left uncodified, leading to fears of ideological imposition. |
| “Inclusive Education” | Alleged to align with Western “gender-diverse” philosophies. |
Constitutional and Moral Objections
The signatories, including high-ranking professors from Rajshahi University, Chittagong University, and Islamic University, demand that any state-mandated curriculum respect the religious and moral values of parents. They argue that no student should be compelled to study material that directly contradicts their family’s faith or social reality.
“International best practices must be balanced against the Constitution of Bangladesh and our prevailing social values,” the statement reads. The educators further warned that peaceful criticism or religious advice regarding these new educational standards should not be misclassified as “mental harassment” or “persecution” under the new law.
Calls for Clarity
Before the mainstreaming of NGO-led “special education institutions,” the group insists on precise legal definitions. They have made it clear that neither the teaching community nor the general public will accept what they describe as a “homosexual-friendly curriculum” disguised through linguistic gymnastics.
Key signatories include:
Professor Dr Tarek Fazal, Rajshahi University
Professor Dr Md Enayet Ullah Patwari, Chittagong University
Professor Dr Hafez ABM Hizbullah, Islamic University
Professor Syed Md Galib, Jashore University of Science and Technology