Why Student Volunteering Should Be Part of the School Curriculum

In recent weeks, the streets of Dhaka have witnessed an extraordinary sight: students, in the absence of police officers, have taken it upon themselves to manage traffic, protect religious institutions, patrol residential areas, organize cleaning projects and paint city walls. These actions, born out of necessity and civic responsibility, underscore a profound truth: Bangladesh’s youth are leading the way in shaping a new, more engaged and responsible society.

Engaging students in these social activities is not just a temporary intervention; it represents a potential turning point in how we understand and value youth civic participation. In many countries, community service is a mandatory part of secondary school education, and it is time for Bangladesh to consider a similar approach. Formalizing these efforts as extracurricular activities (ECAs) could offer students a structured way to contribute to society while gaining valuable skills and qualifications.

For example, in Singapore, the Ministry of Education mandates a Community Engagement Program that requires students to engage in community service throughout their school years. Students participate in a variety of initiatives, such as helping the elderly, supporting underprivileged communities, and environmental conservation projects. In South Korea, high school students are encouraged to volunteer through a “Service Learning” program that integrates community service with academic learning. This approach ensures that students not only contribute to society, but also reflect on their experiences and apply the skills they learn in the classroom to real-life situations. Japan also promotes community service through its education system. Many schools have integrated volunteering into their curriculum, encouraging students to participate in local community projects, such as organizing festivals, supporting disaster relief efforts, or helping out at senior care homes. These activities are linked to students’ academic grades, emphasizing the importance of civic engagement as a vital part of personal and academic development.

Implementing a similar mechanism in Bangladesh could yield numerous benefits. Students would gain additional ECA opportunities, enriching their academic portfolio and career prospects, while making a significant contribution to society. Formalising these efforts would ensure that their contributions are recognised and valued. However, to ensure the success of such a programme, it needs to be well-structured and closely monitored. Students should be given formal training in the tasks they undertake, whether it be traffic management, neighbourhood patrols or environmental clean-up. This training could be coordinated by government agencies, NGOs or educational institutions, ensuring that students are well-prepared and informed. After training, students could continue to participate in these activities on a part-time basis or undertake a government service-based internship. In this way, they would earn credits for community service hours, tracked and recorded by their schools and the central body, contributing to their ECA portfolio. This structured approach would provide students with a meaningful way to spend their time and create a sense of responsibility.

In our country, access to ECAs and the networks that provide valuable experience is not distributed evenly. Students from urban areas have greater access to internships, volunteering opportunities, and extracurricular programs that enhance their applications to universities, especially abroad, and their career prospects. Meanwhile, students from rural areas or from disadvantaged backgrounds may struggle to find similar opportunities, despite having equal or greater motivation. This is where formalizing community service can make a real difference. By establishing a system where all students can earn ECA points through structured volunteer work supervised by government agencies, we are leveling the playing field. Whether a student organizes a traffic management initiative in Dhaka or leads a tree-planting drive in a remote village, their efforts will be centrally recognized and rewarded.

Perhaps the most significant impact of formalizing student community service is the cultural change it can inspire. By infusing community service into the education system, we’re not just giving students another box to check off—we’re cultivating a culture of civic responsibility that will shape the future of Bangladesh. As more students engage in structured community service, the spillovers will be felt throughout society. These young volunteers will carry the lessons they learn into adulthood, becoming leaders who put the public good first. In the long run, this can lead to more active, responsible, and compassionate citizens.

It’s a win-win situation: students gain valuable experience and credentials that can open doors to higher education and employment, while society benefits from their contributions. As more students take to the streets, we see a clear signal: Bangladesh’s youth are ready and willing to serve. Now is the time to give them the framework they need to transform that service into something that benefits them as much as it benefits their communities. By giving them the tools and opportunities to make a difference, we can empower the next generation to build a better, safer, and more inclusive Bangladesh.

Maisha Islam Monamee is a student of the Institute of Business Administration, University of Dhaka and a contributor to The Daily Star.

The views expressed in this article are those of the author.

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