Standing on the threshold of the Fourth Industrial Revolution, the world is undergoing a transformation like never before. This unprecedented progress in technology is not only reshaping production systems and industrial policies but is also impacting the structures of education, society, culture, and state governance. At the heart of this transformation lies a critical skill—coding or programming, now being hailed as the new literacy of the modern era.
Once considered a domain exclusive to software engineers, coding is now evolving into a fundamental competency for all citizens. The pressing question remains: Have we adequately prepared our education system for this monumental shift?
Coding: More than Just a Machine Language
Coding is not merely a language for machines; it is a framework for thinking. It fosters logical reasoning, analytical problem-solving, and creative innovation. According to a study by Harvard University, learning to code improves students’ analytical thinking by nearly 45%. Their academic performance, particularly in mathematics and science, sees remarkable improvement.
Learning to code is essentially adapting to a new way of learning. Just as children enjoy playing video games, they can learn to code through platforms like Scratch, Blockly, and Code.org, making the learning process fun and engaging.
Global Context: Marching Forward with Coding
As early as 2014, the UK made coding compulsory for children aged 7 and above. In Singapore, students learn AI, robotics, and programming from grade six. In Finland, children learn to write stories and then code them—simultaneously developing imagination and logic. Vietnam, Indonesia, and even several developing African nations have already introduced coding at the primary level.
In contrast, Bangladesh remains stuck in a project-based mindset regarding coding education.
Bangladesh’s Reality: Dreams Are Many, Reality Is Weak
Bangladesh introduced a "Fourth Industrial Revolution Roadmap" in 2021. Unfortunately, it lacks any clear strategy or mandatory directive regarding coding education. Although the National Education Policy includes digital education and ICT, coding remains outside its operational framework.
According to 2023 data from the Education Board, 85% of secondary schools in Bangladesh lack trained teachers capable of teaching coding. Most ICT classes are limited to teaching Microsoft Word, Excel, and PowerPoint, with no exposure to logical programming, algorithms, or real problem-solving.
Challenges to Coding Education in Bangladesh:
Shortage of Teachers: Only one trained coding teacher per 55 schools.Infrastructure Deficiency: Many schools lack computers and internet access.Outdated Curriculum: Existing textbooks follow outdated methods. Topics like Scratch, Python, HTML are missing.Lack of Awareness: Parents and teachers still perceive coding as an “additional burden.”Budget Constraints: In 2023, only 35 crore taka was allocated for the “Digital School Project”—85% less than neighboring India.
Coding for Children: A Key to Joyful Learning
Children naturally learn through play. If coding is integrated into this method, it becomes a powerful tool for mental growth. Students can create games or write interactive stories through coding. A Daffodil Foundation survey shows that students who started coding from grade five scored 20% better in mathematics. Psychologist Dr.
Mehzabin Hossain states, “Coding builds confidence, patience, and logical thinking in children—which positively impacts all areas of their lives.”
Coding in Secondary and Higher Secondary: The Critical Stage
This stage is crucial because it’s when students begin to develop an analytical worldview. Despite ICT being a subject, actual coding is rarely taught. Students graduate without exposure to Python, HTML, CSS, JavaScript, or App Development. Experts argue that teaching programming at this level can foster a new generation of entrepreneurs and innovators—the driving force behind a technology-based economy.
Coding in Higher Education and Research
At the university level, coding remains confined to Computer Science departments. However, globally, fields such as sociology, geography, health, literature, and economics now use coding languages like Python, R, and SQL for data analysis and visualization.
Dr. Tahsina Khan, a faculty member in the Sociology Department at Dhaka University, notes:
“Without tools like R or Python, we can’t participate in international research. Coding is now the language of research.”
A Nation of Possibilities: Youth as Our Biggest Asset
Bangladesh’s young population is a tremendous resource. To harness this potential, the education system must become technology-driven. Nearly 2 million students complete secondary education every year. If they are equipped with coding skills, they can contribute in countless sectors—freelancing, startups, software development, game design, and many more.
According to a World Bank report, 80% of the jobs to be created over the next decade will be technology-dependent. If we fail to invest in coding education now, we risk falling hopelessly behind in future competition.
Recommendations & Action Plan:
Introduce Scratch and Blockly-based coding curriculum at the primary level.Make Python, HTML, App Development compulsory at the secondary level.Allocate separate budget and launch training programs for coding instructors.Require at least one coding course for all departments at the university level.Organize National Coding Olympiads and Hackathons to inspire students.Provide offline coding content for rural schools.Implement pilot projects in partnership with private organizations and NGOs.Develop an integrated National Coding Education Policy.
To build a future-ready nation, we must place code in the hands of today’s children. Learning to code means gaining the power of analysis, innovation, and decision-making. A nation that cannot speak the language of technology will forever remain a consumer rather than a producer.
The time is now to make coding education mandatory at every level—from primary to higher education—so we can prepare a generation capable of leading the future.
Whoever holds the code—holds the future.
(As the world enters the era of the Fourth Industrial Revolution, coding has emerged as the new form of literacy. While many countries have already made coding education mandatory from the primary level, Bangladesh remains largely unprepared and stuck in project-based approaches. Coding fosters analytical thinking, problem-solving skills, and innovation among students. However, major challenges such as a shortage of trained teachers, lack of technological infrastructure, and limited awareness hinder its integration into the education system. This article emphasizes the urgent need to make coding compulsory from primary to university levels and calls for the adoption of a comprehensive national coding education policy—because whoever holds the code, holds the future.)
The writer is an Assistant Professor and Head, Department of Sociology Rosey Mozammel
Women’s Honours College
