Student unions are central to creating a dynamic and effective educational environment in public universities. They provide a platform for students to organise cultural, sports, and other creative activities, fostering leadership and promoting co-curricular engagement alongside classroom learning.

Historically, student unions played a vital role in shaping campus life, but their influence declined after the 1990. While the Dhaka University Central Student Union (Ducsu) elections were held in 2019 following student demand and a High Court directive, not all universities conduct student union elections – a gap that undermines both leadership development and the overall educational environment. Restoring these democratic practices across all public universities is essential.

However, simply activating student unions is not enough. Their effectiveness depends on universities functioning independently of political party dominance. Students and teachers must follow a clear code of conduct, and administration must actively collaborate with unions to address campus challenges such as housing shortages, research funding, and general management inefficiencies. When this partnership exists, student unions can significantly contribute to improving both the quality and environment of higher education.

Political commitment is equally important. Without a long-term strategy and concrete goals from government and university leadership, student unions alone cannot resolve systemic issues in public universities. They are a tool, not a solution – effective change requires coordinated action among students, administrators, and policymakers.

Reviving student unions is not just about elections; it is about rebuilding a culture of participatory leadership, fostering creativity, and strengthening democratic values on campus.

Public universities that empower their students through functional, accountable unions will be better positioned to provide a holistic and high-quality education.

Similarly, strengthening primary education requires more than routine teacher recruitment. Hiring 10,000 teachers a year is unlikely to significantly improve the student–teacher ratio given the high attrition rate. Equal emphasis must be placed on teachers’ skills, qualifications, training, and working conditions. Without these measures, recruitment risks becoming a mechanical exercise, yielding little meaningful improvement in learning outcomes.

Dr Manzoor Ahmed is an educationist and emeritus professor at BRAC University