Published: 12:52 AM, 24 June 2026
A System That Allows Coaching Centers to Gobble Up Job Tests and Board Exams
For decades, education has been regarded as the foundation of a nation's progress. Schools, colleges, and universities are expected to nurture critical thinking, creativity, communication skills, and professional competence. Yet in Bangladesh, a parallel education system has gradually emerged and expanded to such an extent that it now dominates both academic achievement and recruitment examinations. Coaching centers have become so influential that they effectively determine who succeeds in public examinations, university admission tests, and even prestigious government jobs.
The phenomenon is visible at every level of education. Students preparing for the Secondary School Certificate (SSC) and Higher Secondary Certificate (HSC) examinations often rely more on coaching center materials than on textbooks prescribed by educational boards. Rather than focusing on conceptual understanding, many spend years memorizing likely questions, model answers, guidebooks, and shortcuts provided by private tutors.
The same pattern continues during university admission tests. Aspiring students enroll in specialized coaching programs where they are trained to solve predictable questions and memorize techniques designed specifically for examination success. The objective is often not genuine learning but obtaining a competitive score.
Perhaps the most striking example can be found in the Bangladesh Civil Service (BCS) examination, one of the country's most coveted recruitment processes. A large number of candidates prepare for years by attending coaching classes and studying guidebooks that condense enormous amounts of information into easily memorized notes. Many successful candidates pass the examination through extensive memorization of classroom handouts, model questions, and coaching materials rather than through a deep understanding of subjects or the development of analytical skills.
As a result, the education system increasingly rewards rote learning instead of intellectual curiosity. Students become experts in recalling facts but often struggle to apply knowledge in practical situations. The habit of memorization becomes deeply ingrained and follows individuals throughout their academic and professional lives.
The consequences of this culture are becoming increasingly apparent. Academic quality has suffered considerably as genuine scholarship is overshadowed by examination-oriented preparation. Teachers frequently face pressure to "teach for the test" rather than encourage critical thinking. Students, meanwhile, devote countless hours to mastering examination tricks instead of developing broader competencies.
One of the most concerning outcomes is the noticeable deficiency in English language proficiency and information and communication technology (ICT) skills among many graduates and even some high-ranking government officials. Despite impressive academic records and success in competitive examinations, numerous individuals struggle with professional communication in English, digital literacy, report writing, data analysis and the effective use of modern technological tools.
In an era where globalization and digital transformation are reshaping economies and public administration, such weaknesses can have serious implications. Government officials are increasingly required to engage with international partners, analyze complex information, and utilize digital systems for efficient public service delivery. However, an examination system dominated by memorization rarely cultivates these essential capabilities.
The coaching-center culture has also created a thriving commercial industry. Families often spend significant portions of their income on private coaching, believing it to be indispensable for academic and professional success. This dependence raises concerns about educational inequality, as students from less affluent backgrounds may not have access to the same resources and opportunities.
Critics argue that the root of the problem lies not in the existence of coaching centers themselves but in an examination structure that rewards memorization more than understanding. As long as tests emphasize predictable questions and factual recall, coaching centers will continue to flourish and shape educational outcomes.
Meaningful reform requires a shift toward assessments that evaluate analytical thinking, communication abilities, problem-solving skills, creativity, and technological competence. Schools and universities must be empowered to provide quality education that reduces students' dependence on external coaching. Recruitment examinations should also place greater emphasis on practical knowledge and professional skills.
Bangladesh possesses a young and ambitious population capable of achieving remarkable success. However, the nation's future competitiveness depends on moving beyond a culture of memorization. If education and recruitment continue to be dominated by coaching centers, the country risks producing examination champions who lack many of the skills required for leadership in the twenty-first century. The challenge is not merely to help students pass tests, but to prepare them to think, innovate, communicate, and serve effectively in an increasingly complex world.
Mahfuz Ul Hasib Chowdhury
is a contributor to different
English newspapers and magazines.
