On Sunday, police stopped a musical procession organised by Udichi Shilpigoshthi, a cultural collective, which was protesting the government’s decision to cancel the recruitment of music and physical education teachers in public primary schools.
The march, which began at the National Press Club, was blocked by police near the Shilpakala Academy in Segunbagicha. Udichi artists had intended to continue their journey to the Chief Adviser’s residence at Jamuna Gate to perform their songs. After some negotiations, the police initially allowed the march to continue, but halted it again two minutes later, once it passed the Dhaka Range DIG office, preventing further progress. During the stoppage, the artists performed their songs while seated on the road.
The amended rules, published on November 2, removed the provision for the recruitment of music and physical education teachers in primary schools.
According to a report by the Secretary-level Committee, the Ministry of Primary and Mass Education had reversed its previous stance. The committee argued that recruiting a small number of teachers would be ineffective at the primary level and could create inequality, given that there are 65,569 primary schools across the country. The proposal for cluster-based deployment would require a single teacher to serve 20 or more schools, making the workload unmanageable.
Earlier, in late August, the government had issued the Government Primary School Teacher Recruitment Rules, which included positions for music and physical education teachers. However, just two months later, these rules were amended.
The revised rules have sparked widespread criticism. The Human Rights Forum Bangladesh (HRFB) has labelled the decision unreasonable, claiming it reflects yielding to pressure from a small group of people and removes two important subjects from the national curriculum. The National Rabindra Sangeet Sammilon Parishad also voiced its opposition.
In a statement, the Parishad said, “When a small section of society opposes this using a narrow-minded, distorted interpretation of religion, the government abolished assistant teacher posts for music and physical education through a new notification.”
On Saturday afternoon, the cultural organisation Chhayanaut also performed collectively to call for reconsideration of the cancellation.
On Wednesday, teachers and students from Dhaka University’s Music Department held a protest on campus, demanding the reinstatement of the posts. The rally took place in front of Aparajeyo Bangla, where participants sang the national anthem and held placards. Dr Priyanka Gope, Chairperson of the Music Department, read out a memorandum. Teachers from various departments, including the Dance Department’s Laboni Banya and Clinical Psychology Department’s Kamal Uddin Ahmed Chowdhury, also participated and spoke at the event. Leaders from Dhaka University Central Students’ Union (DUCSU) also expressed solidarity with the cause.
Students from Chittagong University also protested the decision, arguing that it posed a major threat to the future of artistic practice and cultural development in Bangladesh. Students from Jagannath University similarly protested through music.
Globally, music education is being promoted, even in countries with large Muslim populations. Saudi Arabia, the spiritual centre of Islam, recently hired over 9,000 teachers to introduce music education in public schools as part of the Vision 2030 reforms led by Crown Prince Mohammed bin Salman, which aim to promote arts, entertainment, and education. The kingdom is now qualifying thousands of kindergarten teachers in music skills. In late 2022, over 12,000 female teachers in both government and private kindergartens were trained, and the new phase will train about 17,000 more.
Other Muslim-majority countries such as Malaysia, Indonesia, Turkey, and Egypt have retained music in their national curricula.
- Malaysia: Formal music education has been compulsory in elementary schools since 1983, with primary-level music as an intra-curricular subject since 1982.
- Indonesia: Music has been compulsory in primary schools since the 1970s and continues under the 2022 curriculum.
- Turkey: Primary school students receive one hour of music lessons from 1st to 8th grade, with an additional two-hour elective music lesson from 5th to 8th grade.
- Egypt: Music, including both Arab and Western music, has been part of the curriculum since 1931.
In the United Kingdom, music is compulsory across England, Northern Ireland, Scotland, and Wales, with slight variations in age requirements and enforcement.
A recent meNet study, covering 20 European countries, revealed that music education is compulsory at the primary level, with secondary education often offering it as an optional subject. Countries like Germany, Japan, Australia, and South Africa also mandate music and dance in primary schools.
In the United States, a report by the NCES (January 2025) found that 73% of public schools require students to take at least one arts course, with music being the most common (84%) followed by visual arts (82%).
In China, music remains a compulsory subject during the nine years of mandatory education as part of a broader push for quality-oriented education, with greater emphasis placed on the subject in recent educational standards.
However, in Bangladesh, despite global trends highlighting the importance of music education, several religious organisations and political parties, including Bangladesh Jamaat-e-Islami and Islami Andolon Bangladesh, have opposed the recruitment of music teachers. These groups have demanded that religious instructors be hired instead and threatened street protests if the decision is not reversed, as was discussed at a seminar in September at the Institution of Diploma Engineers.
Moreover, recent research from the Massachusetts Institute of Technology (MIT) suggests that music lessons may have far-reaching benefits for brain development and intelligence. The study reveals that learning music—whether through playing an instrument, singing, or reading musical notes—activates and strengthens areas of the brain responsible for memory, attention, problem-solving, and language skills. These neural networks overlap with those used in mathematics and reasoning, providing a more comprehensive cognitive workout that coding lessons cannot yet match. Music education engages both hemispheres of the brain simultaneously, forming connections that enhance long-term learning abilities and sharpen focus.
Additionally, music combines creativity, pattern recognition, and emotional expression, cultivating a richer and more versatile mental environment. Children who participate in music programs or play instruments often show stronger academic performance, better verbal abilities, and improved emotional regulation.
Researchers have also highlighted the social and emotional benefits of music education. Playing in an ensemble or practising with others fosters teamwork, patience, and communication skills—critical qualities for success in any field, including technology. By developing these qualities early on, children gain confidence and adaptability, which can help them thrive in a rapidly changing world.