Exploring the nexus: Policy modifications and student-led protests in the Bangladeshi education landscape

• In Event: Education and Activism Redux I

Proposal

Introduction:

This abstract embarks on a comprehensive journey to uncover the intricate interplay between policy modifications and student-led protests in the realm of education in Bangladesh. Typically, there are two distinct policy change paradigms: evolutionary shifts orchestrated by researchers, policymakers, authorities, and other stakeholders and revolutionary transformations catalyzed by protests. Furthermore, the success or failure of a protest hinges upon the intricate interplay of factors, encompassing societal strain, framing strategies, and mechanisms for resource mobilization. By delving into detailed case studies, we aim to unveil the complex web of interactions between policy changes and collective action. This paper seeks to not only analyze the triggers and outcomes of education-related protests but also to offer profound insights into the reciprocal influence of policy shifts and protest movements. The theories of social movements and policy reform will provide the theoretical backdrop to illuminate the multidimensional nature of these interactions. The study has two objectives: first, to analyze catalysts driving student-led protests in the education sector, examining the influence of either outdated or newly introduced policies, and second, to investigate societal conditions and tensions that could shape future protest dynamics, drawing insights from a recent comprehensive study conducted by IID.

Methodology:

The study employs a mixed-method approach, utilizing both secondary and primary data. Primary data is derived from a comprehensive study regarding resilience of education system of Bangladesh involving a sample size of 3,000 households, while secondary data complements the analysis alongside the case studies. The case studies illustrate how different protests over the time operate withing educational landscape of Bangladesh. On the other hand, the primary data upholds the existing challenges and strains within society which could work as underlying factors for future unrest.

Theoretical Framework:

Drawing inspiration from the Strain and Breakdown Theory, Resource Mobilization Theory, Framing Theory, and Political Process Theory, we construct a theoretical framework that aids in dissecting the nuances of policy changes and student mobilization. These theoretical lenses will allow us to unravel the intricacies of the relationships that drive education-related protests in Bangladesh.

Cases of Protest and Policy Change:

Majid Khan Education Policy Protest:
In 1982, during General Hussain Muhammad Ershad's consolidation of political power, the Majid Khan education policy stirred dissent. Its proposals alarmed over potential threats to educational autonomy, erosion of linguistic values, and unequal higher education access. The Strain and Breakdown Theory elucidates how policy changes can trigger grievances that propel collective action, as students rally to safeguard principles.

Quota Policy Protest:
Bangladesh's post-liberation government introduced quotas in 1972 for government service recruitment, sparking vehement student-led protests in 2018. Students demanded quota reforms to address perceived injustices in recruitment. The Resource Mobilization Theory sheds light on students' rational resource mobilization for policy reform, reflecting their pursuit of equitable opportunities.

Road Safety Movement 2018:
In 2018, a tragic bus accident in Dhaka catalyzed a nationwide road safety movement led by impassioned students. The incident galvanized students to demand safer roads and systemic transportation improvements. Framing Theory and Political Process Theory combined illuminate how students adeptly framed road safety concerns, using cultural elements and aligning with a conducive political environment to catalyze policy shifts.

VAT Movement:
The imposition of a 7.5 percent value-added tax (VAT) on tuition fees in 2015 triggered protests across private universities in Bangladesh. Students protested VAT, viewing it as an added financial burden on their pursuit of education. The Resource Mobilization Theory aids in comprehending how students harness collective power to challenge an unjust policy change.
HSC Exam Deferral Protest:
In 2023, Bangladeshi students rallied for the deferral of the Higher Secondary Certificate (HSC) examination due to concerns over examination conditions. Students voiced demands for postponed exams or alternative marking schemes, citing perceived examination inequities. The Strain and Breakdown Theory clarifies how changes in exam conditions can sow grievances, spurring collective action among students. At the same time, the event shows the lack of involvement of stakeholders including students in the decision making process. Despite their efforts, the examination was not ultimately deferred.

Key Factors and Insights:

Through these case studies, we illuminate that education-related protests in Bangladesh often arise from policy shifts that infringe upon autonomy, values, resource allocation, safety, and well-being. These cases also underscore the strategic deployment of policy theories in interpreting and influencing these movements, underscoring how policy adjustments can galvanize collective mobilization. The existence of gaps among stakeholders at various levels is evident, leading to unheard voices that serve as catalysts for protest.

Built-in structural strains and unheard voices: Evidence from Field

In the context of Bangladesh, the resilience of its education system has come under scrutiny, with implications for potential social tension. A recent study by IID offers insights into deep-seated structural challenges that undermine the education landscape. The findings point to a significant predicament: a considerable 83% of families grapple with escalating education costs, while an additional 74% face difficulties in effectively managing these heightened financial burdens. Equally concerning are the dropout rates, with Grade 5 experiencing a notable 26.82% attrition rate, followed by Grade 10 at 13.93%. Adding to these complexities are the far-reaching effects of the pandemic, as 61% of households report a substantial decrease in income. Collectively, these factors emphasize the fragile state of the education system, which could serve as a potential breeding ground for future unrest. Beyond numbers, these observations underscore the untapped potential and voices yearning to express their concerns.

Conclusion:

this study highlights the intricate relationship between policy adjustments and student-led protests in Bangladesh's education sector. By analyzing case studies, we have discerned that protests often stem from policy changes that challenge core values, autonomy, and safety. The existing gaps among stakeholders and structural challenges, as evidenced by recent research, underline the potential for future unrest. To address this, proactive inclusion of student perspectives in policymaking is recommended, fostering transparency, mitigating grievances, and ensuring a more resilient and harmonious education system for Bangladesh's future.

Authors

• Md. Zarif Rahman, Institute of Informatics and Development IID

• Aruja Islam, Institute of Informatics and Development (IID)