Poor HSC Results Expose Ousted Rulers' Digital Bangladesh Hoax

The poor performance of students in Information and Communication Technology (ICT) in this year's Higher Secondary Certificate (HSC) examinations has raised serious questions about the success of former Prime Minister Sheikh Hasina's much-publicized Digital Bangladesh program. Despite years of government promises about building a technologically advanced nation, many students continue to struggle with basic computing skills.

The disappointing examination results have reignited debate over whether the Digital Bangladesh initiative delivered meaningful educational benefits or primarily served as a political slogan during the ousted Awami League government's rule.

The program was presented as an ambitious national project aimed at transforming Bangladesh into a technology-driven society. Successive government statements highlighted digital classrooms, computer laboratories, internet connectivity and technology-based education as major achievements. However, the weak ICT performance among HSC candidates suggests a significant gap between political promises and educational realities.

Critics argue that the Digital Bangladesh initiative was surrounded by excessive publicity while fundamental problems in the education system remained unresolved. They allege that substantial public funds were spent on technology-related projects without adequate monitoring, accountability or measurable improvements in students' practical skills.

Laptops, MacBooks and smartphones have become increasingly visible across Bangladesh. Yet owning modern electronic devices does not necessarily mean possessing the knowledge required to use them effectively. Many students can operate smartphones and browse social media but struggle with computer applications, programming, data management and other essential digital competencies.

This contradiction exposes a serious weakness in the country's approach to technological development. Digital literacy requires more than distributing devices or establishing computer laboratories. It demands qualified teachers, practical training, updated curricula, reliable internet access and regular assessments of students' abilities.

Another major concern is the alleged misuse of funds allocated to technology-based education projects. Questions about procurement procedures, project costs and implementation quality deserve independent investigation. If public money was wasted through corruption or political favoritism, those responsible must be held accountable.