Can eliminating exams before Class 5 solve Bangladesh's learning crisis?

Bangladesh has made remarkable progress in ensuring school attendance. Now, 90% of students complete primary school, a sharp rise from only 34% in 1990. However, serious issues with educational quality persist and demand immediate reform.

Like students in many countries, those in Bangladesh leave school without a strong grasp of the basics of reading, speaking, or math. Most struggle to speak up, present, or share ideas.

Passing exams alone cannot fix the learning crisis, as students often leave without essential skills. Bangladesh must put reading, calculation, and independent thinking at the heart of education, which means looking beyond an obsession with exams.

Eliminating exams before class five could be a timely move, but its impact depends on pairing it with stronger teaching and smarter ways to assess learning.

When exams become the barrier of learning

At my son's first-grade school, parents wanted more homework and a broader exam syllabus, believing this would jump-start their children's learning. Many argue that exams instil discipline and focus, yet research shows these supposed benefits do not hold true for young children.

High-pressure tests push children to memorise rather than understand, stifling their natural curiosity. Studies from UCL reveal that teaching to the test causes boredom and anxiety.

The early years are meant to nurture reading, basic math, thinking and self-expression. If these roots are weak, it becomes far harder to repair them later.

Early exams force teachers to focus on test content, leaving out vital skills like creativity and independent thought.

Bangladesh should stop formal exams until class five. This will work only if paired with high-quality teaching, strong assessments and real teacher support focused on learning. To move from ideas to action, policymakers should take three clear steps: 

1. First, pilot alternative assessments that teachers can use daily to evaluate student learning beyond rote memorisation. 
2. Second, provide targeted teacher training programmes that emphasise student-centred instructional methods. 
3. Third, establish systematic support mechanisms for students who struggle to meet foundational learning goals.

Taking these steps will make the move away from traditional exams both effective and lasting.

Measuring learning, Not test-taking

Leaders want assessments that support learning, not punish students. Progress means rethinking what we measure and how we measure it. Assessments should show what students can do, not just what they remember.

The National Research Council supports this view. No single test should determine a child's progress. Teachers must use varied sources, including observations, participation and social skills assessment.

We must measure students by participation, understanding, problem-solving and growth—not just one test.

Bangladesh desperately needs creative thinkers, not just test-takers. Chasing exam scores fuels expensive tutoring and steals precious learning time. Meanwhile, education funding lags at only 2 to 2.5% of GDP, far below UNESCO's recommended 4 to 6%. Investing more in teacher training and assessment is essential.

Exams alone are not enough. Bangladesh should align its educational goals, teaching and assessment to prioritise real learning. Focus lessons and evaluations on skills, not test results.

When you remove early exams

Finland shows that standard tests can wait until high school and that ranking students or schools is not needed. Finnish students shine in reading, math and science, with few achievement gaps. Their success proves that skipping early exams does not create inequality—the secret lies in highly trained, respected teachers.

Teacher training and evaluation in Bangladesh are patchy, with no national system for certification or career growth. As a first step, Bangladesh should pilot teacher certification in select districts to boost quality and set clear standards. Mentorship programmes that connect seasoned teachers with newcomers can lift classroom practice and provide vital support. These efforts will help Bangladesh build a strong, locally relevant teaching foundation.

Evidence from the Centre for Global Development confirms that Bangladesh benefits more from lessons in Africa and South Asia than from the Finnish model. Removing exams improves school outcomes, while high-stakes tests disadvantage low-income students. Cambodia's experience demonstrates that simply eliminating exams, without improving teaching or clarifying goals, merely replaces one problem with another. 

Nepal is ending traditional exams before class five, focusing instead on simple, stress-free assessments to measure overall growth and move learning beyond rote memorisation.

Bangladesh must urgently prioritise foundational learning. Ending early exams is only the first step. Policymakers should pilot new assessments, invest in targeted teacher training and ensure reforms are swiftly coordinated so every child gains the skills they need for success. By making these changes without delay, we can finally bridge learning gaps and secure a brighter educational future.