Comparing academic outcomes: English medium vs Bengali medium schools in Bangladesh

In Bangladesh, the education system is bifurcated into English medium and Bengali medium schools, each with its unique curriculum, teaching methodologies, and cultural implications. This division raises important questions about the academic outcomes of students from these two streams, particularly in terms of higher education opportunities and career prospects. A closer examination of these factors reveals significant differences and provides insights into how each system prepares students for future success.

One of the most notable differences between English medium and Bengali medium schools lies in the access to higher education, especially abroad. English medium schools, which follow international curricula like the Cambridge International Examinations (CIE), Edexcel or International Baccalaureate (IB) provide students with qualifications that are globally recognised. This often makes it easier for graduates to apply to and gain acceptance into prestigious universities worldwide. For instance, data from the British Council indicates that a substantial percentage of Bangladeshi students studying in the UK come from English medium backgrounds.

In contrast, students from Bengali medium schools, who follow the national curriculum, typically face more challenges when applying to international institutions. The national curriculum, although rigorous, does not always align with global educational standards, making it difficult for these students to compete on an equal footing with their English medium counterparts. As a result, many Bengali medium students opt for higher education within Bangladesh, where their qualifications are more readily accepted.

However, this does not mean that Bengali medium students are at a complete disadvantage. Public universities in Bangladesh, such as Dhaka University, Bangladesh University of Engineering and Technology (BUET), and Jahangirnagar University, maintain high academic standards and produce graduates who excel in various fields. In fact, many employers in Bangladesh highly regard degrees from these institutions, sometimes even more than foreign qualifications.

When it comes to career prospects, the advantages of an English medium education often become more pronounced. Proficiency in English, which is the medium of instruction in these schools, gives students a significant edge in the job market. English is not only the international business language but also the dominant language in sectors such as IT, finance, and multinational corporations. Consequently, English medium graduates often find it easier to secure high-paying jobs in these industries.

A report by the Bangladesh Institute of Development Studies (BIDS) highlights that graduates from English medium schools tend to have higher starting salaries compared to their Bengali medium counterparts. This disparity is attributed to better communication skills, exposure to a global curriculum, and familiarity with international work environments.

Nevertheless, Bengali medium graduates are not without their strengths. Their education often emphasises a deep understanding of local culture, history, and social dynamics, which can be invaluable in sectors like public service, education, and local businesses. Additionally, many Bengali medium students possess strong analytical and problem-solving skills honed through a rigorous academic regimen, which are highly sought after by employers.

Educationists and experts offer varied perspectives on the debate between English medium and Bengali medium education.

Dr Syeda Tahmina Akhter, professor at the Institute of Education and Research of Dhaka University, argues that the perceived superiority of English medium schools is largely driven by societal biases and the allure of Western education.

With proper reforms and investment, Bengali medium schools can offer education that is on par with international standards, she added.

On the other hand, she emphasises the importance of English proficiency in a globalised world. Dr. Tahmina suggested that integrating English language training within the Bengali medium curriculum could help bridge the gap between the two systems, providing students with the best of both worlds.

Talking to students and parents further enriches this comparative analysis. Rafiq Ahmed, a student from an English medium school in Dhaka, shares that his education has provided him with ample opportunities to participate in international competitions and exchange programmes, which he believes have broadened his horizons and improved his university prospects.

Conversely, Shabnam Chowdhury, a Bengali medium student from Rajshahi, expressed pride in her cultural and linguistic heritage. She believes that her education has given her a strong foundation in critical thinking and problem-solving, which will serve her well in her future career in civil service.

Parents, too, have diverse views. Some, like Rahman Muntasir from Chattogram, prefer English medium schools for their children, citing better career opportunities and global exposure.

Meanwhile, Shahana Alam from Khulna values the affordability and cultural grounding provided by Bengali medium schools, which she feels are crucial for her children’s personal development.

In conclusion, both English medium and Bengali medium schools in Bangladesh offer distinct advantages and face unique challenges. English medium schools often provide students with better opportunities for higher education abroad and higher starting salaries, thanks to their global curriculum and English proficiency. However, Bengali medium schools produce graduates with a deep understanding of local contexts and strong analytical skills, which are highly valued in many professional fields within Bangladesh.

Ultimately, the choice between English medium and Bengali medium education should depend on individual aspirations, career goals, and personal circumstances. By recognising the strengths and addressing the weaknesses of both systems, policymakers and educators can work towards creating a more balanced and equitable education landscape in Bangladesh.

The author is a senior sub-editor at the Daily Sun.