The recent storming of the Secretariat by aggrieved Higher Secondary Certificate (HSC) students marks a moment of unrest in Bangladesh’s education sector. Students, frustrated by what they perceive as discriminatory results in the 2024 HSC examinations, resorted to drastic decisions to make their voices heard. However, their actions— breaching an important government facility and engaging clashes with law enforcement agency’s members— raise significant questions regarding the state of the education system.
At the core of this protest is a common concern regarding the fairness of the HSC results. The students claim that the grading system has resulted in significant inconsistencies despite similar levels of effort and performance. As a result, they have demanded a re-evaluation of the results, pressing for a more transparent and fair method— in particular, the introduction of a ‘mapping’ process to review all subjects and ensure consistent grading.
Although their demands deserve serious attention, the means by which they chose to express them have complex situations. We know that peaceful protest is a fundamental right, but storming the Secretariat— a high-security area— does not sound legal or practical. The students undermined the legitimacy of their demands by taking such actions, shifting the focus away from the fairness of exam results to concerns regarding maintaining public order.
Law enforcement agencies, such as the police and army personnel deployed to protect the Secretariat, primarily sought to resolve the situation peacefully, requesting the students to leave. Authorities concerned resorted to using force to disperse the students, while they refused, which resulted in the detention of more than fifty protesters. Although maintaining law and order is a top priority, it is very important to ensure that any use of force is fair and follows legal procedures.
To move forward, the Ministry
of Education must take urgent
and transparent steps to address
the students’ concern
To move forward, the Ministry of Education must take urgent and transparent steps to address the students’ concern. A thorough investigation into the HSC grading system is necessary to determine whether there were inconsistencies or errors. If necessary, a re-evaluation of results should be conducted to restore trust in the process. The introduction of the ‘mapping’ system, as demanded by students, could be considered as a likely solution, provided it is implemented with transparency and answerability.
Equally essential is the need for constructive dialogue between educational authorities concerned and students. Open communication may help prevent situations from escalating to the point of illegal protests or violent clashes. The government can avoid future disruption while fostering a more positive relationship between young citizens and the state by engaging directly with student representatives and taking their concerns seriously.
On the other hand, the students must also recognise that illegal actions, like storming government offices, are not the path to achieving significant change. Such actions violate the law and also detract from the legitimacy of their cause. Peaceful protest and lawful channels of communication should remain the primary means through which they express their demands. The recent protests underline a deeper challenge for the country— maintaining public trust in the education system. The response of the authorities concerned to this situation must strike a careful balance between upholding the law and addressing legitimate demands.
The students’ demand for fairness in the HSC examination results is a valid concern that requires a rapid and transparent response from the authorities concerned. Moving forward, the government and the students must work together to resolve these issues through peaceful dialogue and legal means. Only by doing so may Bangladesh safeguard the integrity of its education system and maintain public trust in its institutions.
