Despite substantial budgetary allocations to education and technology, amounting to Tk 2, 75,597 crore over the last three fiscal years, the quality of education in Bangladesh remains a critical concern. According to the Planning Commission’s recent report, the country’s education sector is grappling with thirteen significant challenges that threaten its progress, varying from insufficient teacher recruitment to inequalities in access and from poor learning outcomes to a misalignment between education and market demands. These systemic issues have carried on despite efforts to expand educational access.
To address these challenges, the government is now preparing to finalise its first comprehensive action plan. This plan, aimed at improving access and quality, is essential for aligning the country’s education system with regional neighbours like India, Pakistan and Sri Lanka, which have made more meaningful strides in educational reforms.
The country has considerably increased its education budget, with the education and technology sectors receiving Tk 1, 11,156 crore for the current fiscal year. However, these investments have yet to make the desired improvements in educational quality. While access to education has expanded, especially at the primary level, the issues that limit learning outcomes remain largely unaddressed.
The country has made significant progress in increasing educational opportunities. In primary education, the gross enrollment rate reached 110.48 percent in 2022, up from 109.14 percent in 2024. Despite this achievement, the core issue is no longer just access but ensuring the quality of education delivered at all levels.
The Planning Commission’s report reveals an essential issue in pre-primary education: the lack of infrastructure. Pre-primary classes are currently conducted in existing primary school facilities, often situated far from children’s homes, discouraging several significant parents from enrolling their children. The report recommends building pre-primary schools closer to housing areas and recruiting specialised teachers to improve untimely education outcomes.
Despite high enrollment rates, learning outcomes could be more satisfactory at the primary level. According to data from the Bangladesh Bureau of Statistics (BBS), over 33 percent of students cannot read an entire story, and over 50 percent fail to demonstrate basic arithmetic skills. This highlights a more profound crisis in primary education, where access has been prioritised over quality, leading to many children progressing through the system without mastering essential skills.
Furthermore, at the primary level, the dropout rate remains concerning at 13.95 percent, stressing the need for more robust measures to retain students and ensure they complete their primary education.
Bangladesh’s chances are high. Education is a fundamental
right and a cornerstone of the country’s development agenda.
By addressing these thirteen challenges, Bangladesh may unlock
the potential of its education system and prepare its population for future demands.
In Bangladesh, secondary education needs more qualified teachers, particularly in science subjects. The report points to an alarming decrease in students enrolling in secondary education, especially in science, technology, engineering and mathematics fields. This challenges the country’s economic aspirations, as a skilled workforce is essential to driving future growth.
Another pressing issue is the shortage of science teachers, which is severely impacting the quality of secondary education. Without qualified educators, students are less likely to pursue science-based careers, which are crucial for meeting the demands of the country’s developing economy.
The madrasa education system faces its own unique set of challenges. The report underlines that the curriculum offered in madrasas, particularly in Qawmi madrasas, is largely disconnected from the needs of the modern job market. Graduates from these institutions often find it difficult to secure employment because of the outdated content of their studies. The report also points out significant disparities in learning outcomes between madrasa and mainstream education, especially for female students, who tend to score lower than their male counterparts.
The autonomy of Qawmi madrasas from government oversight further complicates efforts to standardise education across the country. Without meaningful reform, madrasa graduates will continue to face disadvantages in the competitive job market.
In higher education, public universities struggle with poor teacher-student ratios, which negatively affect teaching quality and research output. The report highlights that these ratios are far from ideal, leading to overcrowded classrooms and insufficient opportunities for individual student attention. This not only impedes the quality of education but also limits research and innovation at the university level.
While offering an alternative to public institutions, private universities are facing challenges of government supremacy. Trustees often behave more like owners, focusing on financial gains rather than academic excellence. Moreover, the lack of qualified faculty for conducting research is another primary concern, which has stunted the development of the country’s higher education sector.
Technical and vocational education, a key pillar for developing an expert workforce, faces challenges related to both gender inequalities and curriculum relevance. Women remain underrepresented in technical education programmes, limiting their participation in industries that require specialised skills. Furthermore, the current vocational curriculum must align with market needs, resulting in graduates who are often ill-prepared for available jobs. Bridging this gap will ensure that the country’s workforce may meet the demands of a swiftly developing global economy.
The Planning Commission’s action plan represents a significant opportunity to address these long-standing challenges. However, the plan’s success will depend on its ability to implement systemic reforms beyond raising budget allocations. Core areas of focus must include improving teacher recruitment and training, ensuring that curriculum at all levels of education is aligned with market demands, and addressing the gender inequalities that persist in both general and technical education.
To realise these reforms, the government must also prioritise creating policies that ensure equal access to high-quality education across the board. Without this, inequalities in learning outcomes will continue to widen, affecting not only individual students but also the country’s broader social and economic progress.
Bangladesh's chances are high. Education is a fundamental right and a cornerstone of the country’s development agenda. By addressing these thirteen challenges, Bangladesh may unlock the potential of its education system and prepare its population for future demands. The success of these reforms will ultimately determine whether the country can achieve its goals of economic growth, social equity, and global competitiveness.
Raj Kiron Das, an Editorial Assistant at Bangladesh Post and a founder of Equal Rights Organisation (ERO), can be reached at <ragbirajmcjru@gmail.com>
