, November 15 – Authorities prevented a musical parade organized by Udichi Shilpigoshthi, a cultural group, on Sunday, which was held to call for the government to reverse its decision to stop hiring music and physical education teachers in public primary schools.
The procession, which started in front of the National Press Club, was halted by officers close to the Shilpakala Academy in Segunbagicha.
Udichi artists mentioned their plan to head to the Chief Adviser's house at Jamuna Gate to perform their songs. Following some conversation, the police initially permitted the procession to continue, but halted it again two minutes later after it passed the Dhaka Range DIG office, stopping any further movement. Throughout this period, the artists sang songs while seated on the road.
Teachers and students from DU stage protests against the removal of music and physical education teaching positions
The revised regulations, released on November 2, eliminated the chance to hire music and physical education instructors.
As per the Secretary-level Committee, the Ministry of Primary and Mass Education has withdrawn from the proposed plan. The committee highlighted that hiring such a limited number of teachers at the primary level would be inefficient and might lead to disparities, considering there are 65,569 primary schools across the country. Implementing a cluster-based distribution would mean one teacher handling 20 or more schools, making it unmanageable in terms of workload.
Previously, in late August, the government released the Government Primary School Teacher Recruitment Rules, which featured vacancies for music and physical education teachers. Only two months later, the regulations were revised.
Udichi organizes a countrywide event opposing the 'conspiracy involving the national anthem'
The updated regulations led to extensive backlash. The Human Rights Forum Bangladesh (HRFB) remarked that the choice is not only illogical but indicates yielding to influence from a limited number of individuals, eliminating two significant subjects from elementary education. The National Rabindra Sangeet Sammilon Parishad also raised objections.
In a statement, Parishad remarked, "When a small part of society objects to this by employing a narrow and incorrect understanding of religion, the government removed assistant teacher positions for music and physical education via a new notification."
On Saturday afternoon, the cultural group Chhayanaut also sought a review of the cancellation by collectively singing songs.
On Wednesday, teachers and students from the Music Department at Dhaka University staged a protest on campus, calling for the restoration of their positions. The demonstration occurred in front of Aparajeyo Bangla, where participants sang the national anthem and displayed banners. Dr. Priyanka Gope, head of the Music Department, presented a memorandum. Teachers from different departments—such as Laboni Banya from the Dance Department and Kamal Uddin Ahmed Chowdhury from the Clinical Psychology Department—as well as students, addressed the gathering.
Officials from the Dhaka University Central Students' Union (DUCSU), including the Secretary for Literary and Cultural Affairs and cultural officers from various halls, voiced their support.
Students at Chittagong University demonstrated against the decision, arguing that it significantly endangers upcoming artistic endeavors and cultural growth in Bangladesh. Students from Jagannath University expressed their protest through musical performances.
Two steps backwards
Music education is given importance worldwide, including in nations with significant Muslim communities. Saudi Arabia, the religious heart of Islam, has recently recruited more than 9,000 teachers to incorporate music education into public schools as part of Vision 2030 initiatives, spearheaded by Crown Prince Mohammed bin Salman, which aim to boost the arts, entertainment, and educational sectors. The country is now preparing thousands of kindergarten educators in musical abilities. By the end of 2022, over 12,000 female teachers in both government and private kindergartens received training, with the next stage targeting approximately 17,000 female teachers.
Several Muslim-majority nations, such as Malaysia, Indonesia, Turkey, and Egypt, also incorporate music into their educational systems.
In Malaysia, structured music instruction was made mandatory in all primary schools starting in 1983, with music being part of the curriculum at the elementary level since 1982.
Indonesia, which is home to more than 240 million Muslims, has made music a required subject in primary schools since the 1970s, and it continues to be part of the 2022 educational program.
In Turkey, pupils attend one hour of music classes each week from 1st to 8th grade, along with optional two-hour sessions available for students in 5th to 8th grade.
Music has been incorporated into the official school curriculum in Egypt, covering both Arab and Western musical traditions, since 1931.
In the UK, which includes England, Northern Ireland, Scotland, and Wales, music education is required, though the specific age and how it's enforced can differ.
In Europe, a meNet study involving 20 countries found that music is required at the primary level; in secondary education, it is typically offered as an optional subject. Germany, Japan, Australia, and South Africa also require music and dance in primary schools.
In the United States, as reported by the NCES (January 2025), 73% of public schools mandate that students enroll in at least one arts class, typically music (84%) and visual arts (82%).
In China, music is a required subject throughout the nine years of compulsory education and is part of the initiative toward quality-based learning, with greater focus on the curriculum in recent guidelines.
However, in Bangladesh, even though global trends emphasize the significance of music education, various religious groups and political parties, such as Bangladesh Jamaat-e-Islami and Islami Andolon Bangladesh, are against the hiring of music teachers. They advocate for the appointment of religious educators instead and have warned of street demonstrations if the decision is not changed, during a seminar held in September at the auditorium of the Institution of Diploma Engineers.
MIT research indicates musical training
A recent wave of studies conducted by esteemed scientists at the globally recognized Massachusetts Institute of Technology (MIT) indicates that music lessons could significantly enhance brain development and general intelligence.
The research shows that learning music—whether by playing an instrument, singing, or interpreting musical notation—stimulates and enhances regions of the brain associated with memory, concentration, critical thinking, and language development. These brain networks intersect with those involved in mathematics and logical reasoning, offering children a comprehensive mental exercise that current coding classes cannot fully replicate. Music education activates both sides of the brain at once, creating links that improve focus and boost long-term learning capabilities.
Music brings together imagination, the ability to recognize patterns, and the expression of emotions, resulting in a more complex and adaptable mental space. Kids who play musical instruments or take part in music activities often demonstrate enhanced academic results, improved language skills, and greater emotional control.
Experts also highlight the social and emotional advantages of music. Participating in a group or practicing with others encourages collaboration, perseverance, and communication—skills essential for achievement in any area, such as technology. By cultivating these traits from a young age, children build self-assurance and flexibility that can enable them to succeed in an ever-evolving environment.