Bangladesh has been a place of religious harmony for centuries. The vast displays of cultural and religious properties on show here have been shaped over the last 5,000 years, following numerous political and social movements including those of the Pals (Buddhist), Sens (Hindu), Mughals (Muslim), and British (Christian), and have grown to become symbols of the country’s tangible and intangible heritage. Because of the presence of these varied political religious reigns, Bangladesh became home to famous tirthas or pilgrimage sites for different faith groups. Many notable monks, rishis (Hindu saints), bhikkhus (Buddhist saints), pirs, and darbeshes (Muslim preachers), and Christian priests were either born or passed away here.

Bangladesh is a repository of hundreds of intangible cultural heritage elements that have been developed through various historical waves of different political and religious regimes over the last 5000 years.ICH education at the tertiary level has an important role to play in creating a pool of human resources for sustaining the value, meaning, and significance of these ICH elements. Until recent past, the importance of protection, promotion and safeguarding of various cultural heritage resources in Bangladesh has not received necessary attention from administration, academicians and researchers. Lack of policies and resources, and shortage of trained teaching staffs were the main reasons for not being able to introduce required courses at the tertiary level of education. Assessing the present status of heritage education at various tertiary institutions, this paper calls for immediate policy responses to strengthen the ICH education for developing a Sustainable Cultural Heritage Management Plan (SCHMP) through building capacities by mobilizing local resources in collaboration with various national and international organizations. Immediate and long-term heritage education policy-planning and interventions can encounter the challenges of protecting, promoting and safeguarding various ICH elements of the country. Thus, the main objective of this paper is to examine the actual status of heritage studies at the tertiary level of education in Bangladesh through analyzing the contents of curriculums of some selected departments which are closely related to cultural heritage studies. As a supplement to this content analysis, a small number of randomly selected students and teachers have been interviewed to know their general understanding about the importance of ICH education in Bangladesh.

Dhaka, the capital of Bangladesh, is the most populated city in the country. It is also one of the most populated cities in the world with a density of 23,234 people per square kilometer within a total area of 300 square kilometers. The Greater Dhaka Area has a population of over 18 million as of 2016 (World Population Review, 2017). According to the UN World Urbanization Prospects (2014), the population of Dhaka was only 336,000 in 1950. Dhaka has always been a center of cultural vibrancy and has a long history and tradition of both tangible and intangible cultural heritage. The cultural vibrancy and heritage that have given glory to Dhaka for centuries often get buried under different modern-day civic problems. As an ever-expanding mega city, Dhaka is losing its cultural spaces to religious and ruling coteries. Many of the city’s prime spaces are now earmarked for various public and private business, commercial, or military purposes. The situation was not so deplorable even during the Pakistan era from 1947 to 1971.