Scilight Press

Bangladesh’s history of being long and multifaceted has led to a system of education that is viewed as complex and fragmented. To understand what makes this particular system work one must first explore what different ruling powers and varying ideological frameworks have done to education in this area over the past millennium. The educational infrastructure has been left behind populated by successive rulers with their dominant schools of thought and values. This article explores how the past contexts and variety of ideas including different ideological perspectives have given rise to what Bangladesh now has for an education system and how these persist in current definitions.