Plan to build model schools raises questions 

Bangladesh's education sector stands at another important crossroads. The government's proposal to establish 600 residential Model Schools and Colleges�"two in each of the country's 300 parliamentary constituencies, one for boys and one for girls�"signals an ambitious attempt to create centres of educational excellence within the public system. With an estimated investment of BDT 68,442 crore over the next five years, the initiative reflects a welcome recognition that quality education deserves greater public investment.

The proposal has generated optimism among many educationists. Residential institutions can provide safe learning environments, reduce regional disparities, and offer talented students from disadvantaged backgrounds opportunities that are often available only through expensive private schools or a handful of Cadet Colleges. The inclusion of AI laboratories, modern infrastructure, and residential facilities suggests an aspiration to prepare young people for a rapidly changing world.

Yet the proposal also raises a fundamental policy question: Should Bangladesh build new islands of excellence, or should it first strengthen the ocean in which they will operate? This is not an argument against model schools. It is an argument for ensuring that investment decisions are guided by evidence, equity, and system-wide thinking rather than symbolism.



The Education Ministry has stated that the objective is to establish government-run "centres of excellence" capable of offering high-quality education comparable to leading private institutions. That ambition deserves support. Every country requires exemplary institutions that demonstrate innovation and inspire wider reform.

However, excellence in public education should not become synonymous with exclusivity. Bangladesh already has a tendency to concentrate resources in a limited number of prestigious institutions while thousands of ordinary schools struggle with teacher shortages, weak learning outcomes, inadequate facilities, and limited professional support. If the proposed model schools become isolated centres serving only a small proportion of students, they may unintentionally widen educational inequalities rather than reduce them.

The challenge is not simply creating 600 excellent schools. The challenge is ensuring that every school improves because these model schools exist.

Recent evidence paints a worrying picture of learning across Bangladesh. Studies conducted by government agencies have repeatedly shown that many primary and secondary students struggle with foundational literacy and numeracy. Significant numbers cannot read fluently, write effectively, or solve basic mathematical problems despite spending years in school.

One of the strongest recommendations emerging from education experts is the need for comprehensive school mapping before construction begins.

Educational planning should never be driven by administrative boundaries alone. Parliamentary constituencies are political units, not educational planning units. Educational need varies enormously across Bangladesh.

Remote char areas, the Chittagong Hill Tracts, haor regions, coastal districts, densely populated urban settlements, and rapidly expanding peri-urban areas face very different educational challenges. Some areas may urgently require residential schools because children travel long distances or face seasonal disruptions. Other areas may already possess sufficient institutional capacity and instead require investment in teacher quality or school improvement.

A nationwide school mapping exercise would identify where residential institutions are genuinely needed, where existing schools could be upgraded, and where alternative investments would produce greater educational returns. Planning based on evidence rather than geography is more likely to achieve both efficiency and equity.

Bangladesh already possesses thousands of secondary schools with experienced teachers, established communities, and functioning administrative structures. Many require renovation, digital facilities, laboratories, libraries, teacher development, or better leadership rather than complete replacement. Transforming selected existing schools into centres of excellence could often prove more cost-effective than building entirely new institutions.

The estimated land acquisition cost alone exceeds BDT 30,000 crore. In many cases, these resources could substantially improve existing schools, particularly in underserved regions where basic educational infrastructure already exists but requires systematic upgrading.

School improvement is often less visible politically than new construction, but educationally it may produce greater long-term impact.Residential education offers important advantages for particular groups of learners.

Children living in geographically isolated areas, disaster-prone communities, remote hill districts, and areas with severe transport barriers may benefit enormously from well-managed boarding facilities. Residential schools may also provide stability for vulnerable children facing difficult home environments.However, universal residential provision across all constituencies may not represent the most efficient use of public resources.

Educational planning should distinguish between areas where boarding facilities are essential and areas where improving neighbourhood schools would better serve communities.Needs-based planning should replace uniform planning.

If these institutions are established, their role should extend far beyond educating enrolled students. Each model school should function as a regional resource centre supporting surrounding schools through teacher professional development, mentoring, demonstration lessons, curriculum innovation, educational research, leadership development, digital learning, and community engagement.

Teachers from neighbouring schools could regularly participate in lesson observations, collaborative planning, action research, and continuous professional learning. School leaders could receive mentoring and coaching from successful principals. Innovative classroom practices could be documented and disseminated across districts. 

In this way, investment in one institution would generate benefits for dozens of surrounding schools. Excellence should spread rather than remain contained.Transparent teacher recruitment, merit-based student admission, professional leadership, financial accountability, independent monitoring, and regular evaluation will determine whether these schools truly become centres of excellence.

Political influence over appointments or admissions would quickly undermine public confidence. Equally important is ensuring sustainable financing beyond construction. Buildings require maintenance. Residential facilities require management. Laboratories require updating. Teachers require continuous professional development.

Educational excellence is sustained through systems rather than structures. The proposed model schools should therefore be viewed as one component of a much broader education reform strategy rather than its centrepiece.

Bangladesh simultaneously needs stronger foundational literacy and numeracy, improved teacher education, curriculum reform, better assessment systems, school leadership development, inclusive education, digital transformation, and stronger educational governance. The true measure of success will not be the number of impressive campuses constructed or AI laboratories installed. It will be whether children in ordinary government schools�"from Bandarban to Kurigram, from Satkhira to Sunamganj�"also experience better teaching, stronger learning, and greater opportunities.