Do you remember the song Ratta Maar from the film Student of the Year? It is that catchy, high energy song where the students are frantically memorising chapters, reading books after books and staying up late into the night for studying. 

This song captures the very essence of what many Bangladeshi students face before their exams. They participate in a race against time to memorise as much as possible that too often without even understanding what they are studying. This is called rote learning or Mukhosto bidda.

This culture of rote learning has been deeply embedded in our education system for decades. When I was a child, my mother used to insist on hearing me reading my text books aloud. She used to say, “Ranna ghor theke jeno jore jore porar ayoj shunte pai” meaning she wanted to hear me reading loudly from the kitchen while she was cooking. Reading loudly meant memorising what I was studying so that I could go and print a perfect copy of whatever I had studied onto the exam paper the next day. 

Understanding the material was never given any importance. This method was seen as the best way to guarantee success in exams and it still continues in many households of Bangladesh, even in educational institutions. 

But is this approach really working for us? Does rote learning truly help students in Bangladesh gain the knowledge and skills they need for the future? Or is it simply training us to be excellent photocopiers while leaving us ill prepared to think creatively or solve problems creatively?

In Bangladesh, exams are designed to reward students who can recall information and marks are given for remembering dates, formulas, definitions and text book answers. This creates an environment where memorisation becomes the primary focus for students. Instead of trying to understand concepts, many simply just memorise the words.

Despite its prevalence, rote learning has significant drawbacks. We have to understand that memorised information will fade soon after exams because it has not been understood properly. This is why students who rely solely on memorisation tend to struggle when asked to apply knowledge in new contexts. This limits their ability to succeed beyond the classroom. Moreover, rote learning can become dull and stressful, reducing students’ enthusiasm for learning.

In contrast, understanding based learning encourages students to grasp the meaning behind facts. When learners truly understand a subject, they are more likely to remember it in the long run and make connections with other ideas. They become better equipped to solve problems, think critically and innovate. This kind of learning also makes education more enjoyable and sparks genuine curiosity. 

Many countries with high performing education systems focus on teaching methods that promote understanding, questioning and application. This shift helps students become independent thinkers and better prepared for the challenges of the modern world.

Though rote learning has been part of Bangladesh’s education for a long time, it is worth considering if it is still the best way forward. Understanding based study offers a path to deeper knowledge, better skills and a more fulfilling education. Even small steps towards this approach can help students learn more effectively and prepare for life beyond exams.

If not anything else fails, at least with understanding based learning, we finally might not be traumatised by the echo from kitchens: “Jore jore por!”