When Harvesting Meets Exams: Rethinking Public Examination Scheduling in the Haor Regions of Sunamganj, Bangladesh

Abstract

Background and Aims: In Bangladesh, public examinations are commonly scheduled during the peak agricultural harvesting season, particularly in the haor regions where farming is the primary livelihood. This overlap may create significant challenges for students from agricultural households, limiting their study time and increasing educational disparities between rural and urban learners. This study investigates how the overlap between peak harvesting periods and public examination schedules affects students' academic preparation, psychological well-being, and educational outcomes in the haor regions of Sunamganj, Bangladesh. It also explores policy measures to reduce the conflict between agricultural responsibilities and examination demands.

Methodology: A quantitative research design was employed using both primary and secondary data. Primary data were collected through a structured questionnaire survey of 400 students from four haor-based upazilas of Sunamganj District: Derai, Shulla, Tahirpur, and Bishwamberpur. Cluster sampling was used to select respondents. Descriptive statistical techniques, including frequencies and percentages, were applied to analyze the data, while secondary sources were reviewed to examine the relationship between agricultural calendars and national examination schedules.

Results: The findings reveal that 90% of respondents were directly involved in agricultural activities during the peak harvesting season, while 80% reported having no study time during the month of Baishakh. All respondents indicated that examinations conducted during this period negatively affected their preparation, mental health, and academic performance. Furthermore, 100% perceived themselves to be disadvantaged compared to urban students. Comparative analyses of examination results showed that students from rural institutions generally performed better when examinations were held outside the peak harvesting season. The study also identified a persistent mismatch between Bangladesh's public examination calendar and agricultural cycles, particularly for SSC, HSC, university, and recruitment examinations.

Conclusion: The overlap between peak harvesting periods and public examination schedules constitutes a significant structural barrier to educational equity in rural Bangladesh. The findings suggest that academic disadvantages experienced by rural students are rooted in institutional scheduling practices rather than individual capability. Aligning examination schedules with agricultural cycles, introducing flexible assessment opportunities, and expanding access to agricultural mechanization could help reduce educational disparities and promote more equitable learning outcomes.