BANGLADESH is one of the prominent developing countries in Asia, with a population exceeding 180 million, of which 48.8 per cent are under the age of 25. This young demographic holds immense potential. If provided with quality education and adequate training, this segment of the population could become a formidable asset for the country鈥檚 economic growth. However, Bangladesh鈥檚 achievements in education are, regrettably, more quantitative than qualitative. As a low-income nation, its education policy is tailored to secure advantages, assistance and recognition from global development bodies. Behind this lies a quiet deception: statistically, our students seem to outperform those in neighbouring countries, but in terms of actual competence and learning outcomes, Bangladesh lags significantly.
Primary school enrolment stands at 97 per cent (Directorate of Primary Education, 2022), but this figure contrasts sharply with child labour statistics. Approximately 4.4 per cent of children are engaged in economic activities (NCLS, 2022), and given the socioeconomic realities, only a few can feasibly manage both work and education. Data manipulation is also not uncommon. A significant number of students drop out after only three to four years of schooling, with the dropout rate notably high among girls, largely due to child marriage.
Both UNICEF鈥檚 鈥楥onvention on the Rights of the Child鈥� and the United Nations鈥檚 Sustainable Development Goal 4 aim to ensure inclusive and equitable quality education for all. The critical question is whether our education policy can deliver on that promise. Over the years, education has not been prioritised to the level it demands. Bangladesh allocates only 11.88 per cent of its national budget and a mere 1.69 per cent of its gross domestic product to education (CPD, 2025) 鈥� far below the average for developing countries. Per capita investment in primary education also fell from $ 161 in 2021 to $ 149 in 2022. While Bangladesh has made progress in access to education since the 1990s, the quality of education has not kept pace with international standards.
UNICEF asserts that the primary goal of basic education is to develop foundational literacy and numeracy. In Bangladesh, students frequently lack these core skills and struggle with problem-solving. Communication skills, in both Bangla and English, remain weak. This deficiency persists into higher education and often poses challenges for those studying abroad. Our education policy fails to sufficiently address life skills, digital literacy and social-emotional development 鈥� critical components of modern education systems.
A unique challenge in Bangladesh is that education policy is rarely based on expert insight. Public opinion and popular discourse often influence reforms more than academic research or pedagogical evidence. Instead of adapting educational models to fit our socio-economic context, we frequently adopt Western systems wholesale, without considering feasibility or cultural relevance. Parents and guardians, though often well-meaning, exert undue pressure on policymakers, despite the fact that the overwhelming majority lack training in education science or pedagogy.
Education policy is fundamental to national development. Human resources are a country鈥檚 most vital asset. The more skilled and knowledgeable a population, the more likely it is to achieve economic growth, higher earnings, and improved living standards. If we study the educational history of developed nations, a common thread emerges: strong, consistent and well-designed education policies are closely linked with sustained economic development.
Since independence, Bangladesh has struggled to implement effective and lasting education policies. Three major education policy initiatives have been undertaken. The first, the Kudrat-e-Khuda Education Commission (1972鈥�74), aimed to introduce a secular, modern and science-based education system. By the standards of the time, its proposals were visionary. However, political instability in 1975 prevented its implementation, resulting in a setback from which the nation has never fully recovered.
The National Education Policies of 2000 and 2010 followed. The former focused mainly on modernisation but was never implemented due to a change in government. The latter was overly burdensome for students, introducing unnecessary public examinations such as the Primary Education Completion and Grade 8 Completion exams. Instead of fixating on frequent assessments, policy should have focused on building proficiency in two languages, mathematics, logical reasoning, natural and life sciences, economics and social sciences. Additionally, communication, digital literacy and life skills should have been prioritised at the high school level.
Vocational education remains marginalised in Bangladesh, despite its importance. Higher education should be reserved for those with exceptional academic aptitude. University education is not necessary for all. Many developed countries emphasise technical and vocational training, offering formal recognition for practical skills. Bangladesh, in contrast, produces thousands of university graduates lacking practical training, with knowledge largely theoretical. This mismatch contributes to poor employment outcomes.
Unemployment is likely to emerge as one of Bangladesh鈥檚 gravest challenges in the coming years. Addressing it will require a workforce equipped with technical skills. Prioritising vocational and technical education would not only help meet labour market demands but also ease the pressure on universities, allowing them to focus on high-level academic and research activities for the most talented students.
To benefit from our demographic dividend, Bangladesh must strategically allocate its limited economic resources, with a focus on developing human capital. Without a skilled workforce, the country will struggle to compete in an increasingly automated and globalised economy. We must also invest in building a strong base of researchers, educators, healthcare professionals and technical experts. If we truly aspire to become a modern, developed and economically robust nation, we must shift the focus from the quantity of education to its quality.
What we need is a comprehensive and forward-thinking education policy, supported by increased budgetary allocations and aimed at creating equitable opportunities for all stakeholders 鈥� teachers, students and institutions alike. Furthermore, parents must place greater trust in educational experts and refrain from influencing policy through populist demands. The future of education in Bangladesh depends on cooperation, vision and a commitment to quality over mere numbers.
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Kaisul Khan is a researcher and columnist.
