By Dr. Sultan Mahmud Reza

(Government Professor, Department of Psychology, Shah Makhdum College, Rajshahi)

November 7, 1975, remains one of the most turbulent, eventful, and consequential chapters in the political history of Bangladesh. Only a few years after independence, the country was passing through a period of intense political tension, economic hardship, administrative weakness, and military instability. Against this backdrop, the events of November 7 marked a new turning point in the country's political trajectory.

Although the events of November 7 remain the subject of political and academic debate, one fact deserves attention: in the period that followed, questions of state governance, nationalism, economic self-reliance, and human-resource development gained renewed importance.

It is in this context that the role and state philosophy of Shaheed President Ziaur Rahman deserve to be examined, particularly his philosophy of education. The future of a nation cannot be built through political institutions alone. It rests fundamentally on the knowledge, skills, ethics, and creativity of its people.

One of the defining features of Ziaur Rahman’s approach to education was his emphasis on viewing education not merely as a means of obtaining certificates, but as an instrument of national development and self-reliance. During his tenure, greater attention was given to general education, technical and vocational education, teacher training, mass education, and the development of skilled human resources. Behind these initiatives was a broader vision: educated and capable citizens would constitute the principal strength of a developed and self-reliant Bangladesh.

November 7: Searching for a New Path Amid Uncertainty

The period from November 3 to November 6, 1975, was marked by profound uncertainty in Bangladesh. Following the military coup of November 3, then Army Chief Major General Ziaur Rahman was confined to his residence. This development generated reactions across different levels of the armed forces.

After midnight on November 6, the situation changed dramatically in the early hours of November 7. The events involving sections of the armed forces and civilians subsequently came to be politically commemorated as National Revolution and Solidarity Day.

Different interpretations of November 7 continue to exist. Some view it as a turning point that helped safeguard national unity and sovereignty, while others regard it as part of a broader period of military and political instability. These differing perspectives are important in any historical assessment.

However, after Ziaur Rahman emerged as a central figure in the state’s political leadership, his political and economic vision placed particular emphasis on national unity, production, self-reliance, and the development of skilled human resources.

From Politics to Education: A Broader Vision of the State

Discussions of Ziaur Rahman’s state philosophy generally focus on nationalism, multiparty democracy, independence, sovereignty, and economic self-reliance. Yet his approach to education also deserves serious consideration.

He understood that political independence could become meaningful only when a nation was capable of standing on its own feet through knowledge, skills, and productivity. His vision, therefore, sought to establish a connection between education and the broader sectors of the economy, including agriculture, industry, and employment.

For him, education was not simply preparation for securing a job. It was a process of transforming people into productive, responsible, and self-reliant citizens.

The Vision of Mass Education

In the years following independence, Bangladesh’s education sector faced numerous challenges. There were shortages of teachers, inadequate infrastructure, significant disparities between urban and rural educational opportunities, and a large population without basic literacy.

Against this backdrop, the expansion of mass education received considerable attention. Efforts were made to provide basic literacy to people who had been excluded from formal education, including through night schools and various non-formal education programmes.

The underlying principle was straightforward: education should not remain the privilege of urban middle-class or otherwise advantaged communities. It should reach villages, remote areas, and disadvantaged sections of society.

For a poor and war-ravaged country, this approach was particularly significant. The first condition of sustainable development is the enhancement of people’s capabilities.

Primary Education: Building the Foundation of a Nation

Primary education is the most fundamental level of any national education system. If this foundation is weak, progress at higher levels of education cannot fully benefit society.

During Ziaur Rahman’s period, emphasis was placed on the expansion of primary education, teacher training, and the development of educational infrastructure in rural areas. The concept of universal primary education was also brought into the broader national planning process.

The underlying idea was one of educational equality: a child in a village should have the opportunity to receive an education comparable to that available to a child in an urban area.

Technical Education: Building a Skilled Bangladesh Beyond Certificates

One of the most important aspects of Ziaur Rahman’s educational philosophy was his emphasis on technical and vocational education.

He recognised that simply producing large numbers of graduates from general education would not be enough to guarantee employment. Bangladesh needed skilled workers for agriculture, industry, construction, machinery, technology, and other productive sectors.

This recognition led to greater emphasis on technical and vocational education. A UNESCO report published in 1980 referred to initiatives during 1976–77 and 1977–78 involving new curricula, non-formal education for literacy, teacher training, the establishment of academies related to basic education, as well as the establishment of four polytechnic institutes and 57 vocational institutes.

The significance of these initiatives was not limited to the number of institutions established. They reflected a fundamental principle: development cannot be sustainable without skills.

At a time when Bangladesh is once again placing strong emphasis on skilled human resources, technical education, and participation in the international labour market, the importance of that vision deserves renewed consideration.

Teachers: The Heart of the Education System

No education policy, however modern, can succeed without capable teachers. For this reason, teacher training was also given importance.

Initiatives were undertaken to improve the training of primary school teachers, strengthen training institutions, and modernise teaching methods. The teacher was increasingly viewed not merely as someone who delivered lessons from textbooks, but as one of the principal architects of nation-building.

A teacher in a classroom can sometimes influence the way an entire generation thinks, behaves, and understands society.

Higher Education and the Question of Research

The role of universities in national development also received attention during Ziaur Rahman’s period. The need to connect higher education with research, science, technology, and the creation of knowledge became increasingly important.