‘In truth, if the modern world is so concerned with education, it is not because of the fact that it has made any extraordinary discoveries in that field; it is as Chesterton says because modern man has lost his bearings; he knows neither where he is nor where he is going.’- (D and I. Gallagher (eds), ‘Philosophy and Education’ in The Education of Man, p.41)

“Numbers cannot define the quality of education,” said a renowned professor regarding the quality of education of Bangladesh. If numbers did define how good the education system was, Bangladesh is actually doing a phenomenal job. What used to be under 100 students receiving a GPA of 5 only a decade ago has risen to almost a hundred thousand.

On 16th February 2017, the Sydney newspaper “The Daily Telegraph” reported that Crossbench Senator Jacqui Lambie insists her move to ban the burqa from public places has emboldened ‘oppressed’ Muslim women previously afraid to speak out.

After the fall of the Taliban regime, the United States tried to claim that the educational system in Afghanistan has grown rapidly. They see the construction and rebuilding of some schools and the possibility of school attendance for a percentage of girls as their greatest success since the colonialisation. But a short overview of the Education System in the war-torn country shows that this so-called progress is only an illusion.