Published: 08:27 AM, 18 April 2026
The End of Cheating, But Why Dwell on The Past?
Mohammad Enamul Hoque Mithu
There was a time when academic dishonesty was deeply rooted in our education system, an unhealthy practice that not only undermined the credibility of examinations but also weakened the moral foundation of the nation. Particularly during the 1990s, and around 1995, we witnessed how the then Minister of Education took bold, visionary, and decisive steps to restore order, transparency, and acceptability in the examination system. His well-planned and pragmatic initiatives were not only effective in curbing cheating but also brought about a transformative shift by reinstating discipline, integrity, and ethical values in education. As a result, his efforts were widely appreciated by educators, guardians, and the conscious segments of society.
In the years that followed, especially over the past seventeen years, the education sector experienced a notable degree of stability and structural improvement. The issue of cheating in examinations became virtually obsolete. There was no longer any organized or institutionalized mechanism supporting such malpractice. From question paper preparation to examination monitoring and evaluation, a more technology-driven and accountable system was established. This ensured fair assessment based on merit and effort, thereby restoring public confidence in the education system. Undoubtedly, this represents a positive and desirable transformation that has played a vital role in shaping the nation’s future.
However, it is deeply concerning that in the present context, the Honourable Minister of Education appears to emphasize past issues of cheating rather than highlighting the significant progress and achievements made over time. Repeatedly revisiting an issue that has already been effectively controlled or nearly eliminated, creates a disconnect with current realities. Such a narrative risks overshadowing the advancements and successes achieved in the education sector.
This approach may inadvertently harm the positive image of the education system and create confusion among the new generation of students. They might begin to believe that cheating remains a widespread problem, which is no longer the case. Consequently, the hard-earned credibility and dignity of the system may be unnecessarily questioned.
Therefore, what is most needed today is a balanced and forward-looking perspective,one that acknowledges past successes while building upon them to further modernize and strengthen the education system. Instead of repeatedly focusing on past challenges like cheating, the priority should now shift toward improving the quality of education, promoting skill-based learning, integrating technology, encouraging research, and, above all, nurturing ethical values and creative thinking among students.
In this highly competitive 21st-century world, education must go beyond exam-based achievements. It should aim to develop individuals who are not only academically successful but also morally grounded, responsible, innovative, and capable citizens.
Hence, the demand of our time is clear : let us not dwell on past problems, but rather focus on present opportunities and future directions. Recognizing achievements, advancing reforms, and working collectively to build a sustainable and high quality education system should be our foremost responsibility.
Mohammad Enamul Hoque
Mithu is a freelancer and
a columnist.
