School holidays cut significantly, but Bangladesh still struggles to make class days count

Educationists say class continuity, teaching quality remain key

The Ministry of Education and the Ministry of Primary and Mass Education initially reduced the number of official school holidays, excluding weekly weekends, by 12 days in the 2026 academic calendar, bringing the total down from 76 days last year to 64.

The ministries issued separate holiday lists for primary, secondary and lower-secondary schools. The calendar was later revised in February, extending the Ramadan closure.

The reduction was aimed at giving students more classroom time. However, educationists say Bangladesh still struggles to make school days count as long breaks and public examinations disrupt regular classes, while weak learning outcomes raise questions about how effectively classroom time is used.

A comparison with Organisation for Economic Co-operation and Development (OECD) data shows developed countries organise formal learning through different combinations of school days and compulsory instruction hours.

Based on the 2025 holiday calendar, Bangladesh’s primary schools had about 185 possible class days after official holidays and weekends, close to the OECD average of 186 days at primary level and 184 at lower secondary level.

The figures suggest Bangladesh is not far behind in the number of formal school days. Educationists say the real gap lies in maintaining uninterrupted classes and ensuring students learn effectively during the time they spend in school.

What OECD data show

The OECD publishes comparable data on school days and compulsory instruction hours, or the formal teaching time schools must provide each year. The figures show there is no single model for organising learning time. 

Japan has more school days, while France has fewer days but longer lower-secondary instruction hours. Finland’s school days are close to the OECD average despite fewer compulsory instruction hours at primary level.

Bangladesh, by contrast, is close to the OECD average in possible school days. Educationists say the challenge is not the number of school days but ensuring uninterrupted classes and using classroom time effectively.

Educationist Mohammad Kaykobad, a professor at Bangladesh University of Engineering and Technology (Buet), said the debate over holidays should focus on how students learn.

“Our problem is that we have not learned how to rest,” he said. “In developed countries, two-day weekends help people return to work with renewed energy and motivation. Whether we increase or reduce holidays is not particularly relevant because we still teach students through memorisation.”

Long breaks still disrupt classes

Although the annual holiday list was initially cut to 64 days, the government revised the Ramadan schedule on 18 February, declaring primary and secondary schools closed from 19 February to 26 March – a 36-day break.

The revision increased general and religious holidays to 67 days. Including 104 weekend days, students are set to spend about 171 days outside regular classes in 2026. 

Other extended breaks, including Eid-ul-Adha and summer vacation, Durga Puja and winter vacation, also remain, though schedules vary by level.

Sanjana Nawar, an assistant teacher at Ideal International School and College, said long breaks make it difficult for students to regain their learning routine.

“Just as students begin to settle into their studies, the Eid holidays arrive and disrupt the momentum again,” she said, adding that regular classes at her school took nearly three months to begin properly this year, leaving only six to seven months for effective teaching.

Public exams cut into class time

Public examinations create another disruption for schools used as examination centres. Majeda Mujib, a teacher at Tejgaon School and College, said students in such schools often get only about two months of regular classes before mid-year examinations begin.

“Schools that serve as SSC examination centres are affected the most,” she said. “During the exams, teachers remain occupied with examination duties and answer script evaluation. In almost every examination-related closure, teachers continue to work.”

She said separate examination facilities were needed to prevent public exams from disrupting regular classes.

Learning gaps show time alone is not enough

A Unicef study unveiled in Dhaka on 7 May found that 91% of Grade 5 students remained at the “novice” level in mathematics, while 65% were at the same level in Bangla.

The study, “From Evidence to Action: Strengthening Learning, Inclusion and Innovation in Classrooms in Bangladesh”, defined novice-level students as those unable to answer even half of the Grade 5 questions correctly.

Mohammad Kaykobad said Bangladesh’s education system still rewards memorisation over creative thinking. “We have turned the brain into a warehouse for storing information. Our focus should be on creativity; otherwise, all other reforms will be meaningless.”

He said the country must also reform its assessment system. “The single most effective step we can take to improve children’s education is to develop creative questions and assessments.”

Closures hit poorer children harder

Rasheda K Choudhury, former adviser to the caretaker government and executive director of Campaign for Popular Education, said children from low-income urban communities face greater risks during extended school closures.

“During long holidays, children are sometimes left alone at home, exposing them to various risks. When they are in school, those risks are significantly reduced,” she said.

She said children in areas such as Geneva Camp and Korail, as well as those of garment workers, are particularly vulnerable during long breaks.

Rasheda said a single national calendar may not suit all regions. “The education system needs greater decentralisation so that local authorities have the power to make decisions based on local needs.”

Long closures also create supervision challenges for working parents. Ahsan Habib, whose child studies at Oxford Noble School in Dhaka, said, “It is almost impossible to get children to study during extended holidays. Even after the vacation ends, it takes a long time to bring them back into a regular study routine.”

Shumanta Basak, whose child is in Class III at Ideal School and College, said leaving a young child at home during school closures was a major concern for working parents