Education & Skills Development
Key Challenges in Education
Learning Gaps in Literacy and Numeracy
64% of grade 3 children lack age-appropriate literacy skills, and 51% struggle with foundational numeracy. These gaps are more pronounced among economically disadvantaged and rural children, affecting long-term learning outcomes.
Low Budget Allocation for Education Sector
The education budget is only 1.69% of GDP, far below UNESCO’s recommended 6%, limiting investments in teacher training, salaries, and infrastructure
Teacher Shortages and Poor Compensation
The student-teacher ratio is 40:1, significantly above the global average of 24:1, with some districts reaching 50:1. Teachers are seen to be underpaid, leading to low motivation, reliance on private tuition, and inequitable education access for low-income students.
Lack of Teacher Training
Only 50% of secondary school teachers have formal training, and existing programs lack depth and practical application, which results in ineffective teaching methods, such as an overemphasis on rote learning over critical thinking.
Gender Gaps in STEM
Women hold only 14% of research positions in STEM, among the lowest globally, despite outnumbering boys in primary and secondary education enrollment.
Absence of Socioemotional Learning
Mental health and socioemotional learning are not integrated into curricula, leaving students without essential skills for emotional resilience and well-being.
Weak Industry-Academia Linkages
Bangladesh faces high graduate unemployment, with education systems misaligned to market demand and lacking practical career pathways.
High Dropout Rates
Dropout rates are alarming: 13.95% at the primary level, 32.85% at secondary, and 21.51% at higher secondary. Rural areas face higher dropout rates due to poor school quality and economic pressures leading to child labor.
Reform matrix
Policy Objectives
Recommended Activities for Policymakers
Outcomes
Potential Impact
Key Stakeholders
Recommended Activities for Policymakers
Mandate comprehensive teacher training programs within three years of entry
Model programs on pedagogy from countries like Singapore, India, and Japan
Ensure accreditation for quality assurance
Outcomes
Increased level of student knowledge retention
Reduction in reliance on rote memorization
Improved performance ratings for teachers
Potential Impact
Enhanced student engagement and learning outcomes
Greater development on critical thinking and problem-solving skills
A more skilled workforce in the long term
Key Stakeholders
Ministry of Education, MPME, NCTB, DPE, DHSE
Recommended Activities for Policymakers
Reform teacher training to include effective pedagogies for foundational literacy and numeracy
Provide targeted support to disadvantaged schools and students
Outcomes
Increased literacy and numeracy rates among grade 3 students
Narrowed rural-urban education gap
Potential Impact
Stronger foundational skills for all students
Better academic performance and opportunities for economic mobility
Key Stakeholders
Ministry of Education, Ministry of Mass and Primary Education, Secondary and Higher Education Division
Recommended Activities for Policymakers
Raise teacher pay to reflect the value of the profession
Reduce reliance on private tuition by incentivizing classroom performance
Outcomes
Improved teacher motivation and engagement
Increased teacher retention
Better average teacher:student ratio
Increased level of student knowledge retention
Potential Impact
- Stronger focus on classroom learning rather than private tutoring
- Enhanced student engagement
Key Stakeholders
Ministry of Finance, Ministry of Education
Recommended Activities for Policymakers
Increase education spending to 3.5% of GDP by FY25
Allocate funds to teacher training, salaries, infrastructure, and research facilities
Outcomes
Expanded resources for education
Higher quality infrastructure and teaching materials, including e-learning support
Potential Impact
- Greater equity in access to education
- Higher quality research output and a more competitive education sector
Key Stakeholders
Ministry of Finance, Ministry of Education, Planning commission
Recommended Activities for Policymakers
Improve rural school quality and infrastructure
Introduce incentives for school attendance in disadvantaged areas
Promote vocational training as an alternative
Outcomes
Increased school retention
Reduced child labor rates
Potential Impact
- Higher educational attainment across demographics
Key Stakeholders
Ministry of Primary and Mass Education, Ministry of Education, DPE, DSHE
BRAC, USAID, Save the Children, UNICEF
Recommended Activities for Policymakers
Provide scholarships and bursaries for women in STEM fields
Expand career counseling and mentorship programs
Address cultural and institutional barriers to women in STEM to create a more enabling environment
Outcomes
Increased female enrollment in STEM fields
Higher representation of women in research positions
Potential Impact
Narrowed gender pay gap
Enhanced economic security and career opportunities for women
Diversified and innovative STEM workforce
Key Stakeholders
Ministry of Education, Ministry of Women and Children Affairs, Ministry of Mass and Primary Education, Ministry of Secondary Education, Ministry of Science and Technology
Recommended Activities for Policymakers
Align and update university curricula with market demand
Partner with industries for targeted internships and vocational training
Host regular career fairs
Outcomes
Graduates better equipped with market-relevant skills
Reduced graduate unemployment
Potential Impact
Stronger workforce alignment with industry needs
Improved employment rates and economic productivity
Key Stakeholders
Secondary and Higher Education Division, Ministry of Education, Ministry of Labour and Employment
Recommended Activities for Policymakers
Mandate socioemotional learning, including mental health education, in school curricula
Train teachers to deliver “Mental First Aid” modules
Outcomes
Enhanced emotional resilience among students
Improved classroom behavior and relationships
Potential Impact
Better mental wellbeing outcomes for students.
Stronger social and emotional skills, improving career and life readiness
Key Stakeholders
Ministry of Education, Ministry of Mass and Primary Education, Secondary and Higher Education Division
Policy Area scorecard
Priority Sector
Policy Area (e.g. Education, Environment, healthcare, Law and Governance, Economy, etc.)
Policy Objective
The reform goal of the policy
Activity
Activities undertaken to achieve the reform goal
key Stakeholder
Stakeholders mainly responsible for implementation reform activities
Current status of the indicator
End Target
Desired status of the indicator
Term (years)
Time frame to achieve the goal (e.g. 3 years, 5 years, etc.)
Year 1 target
Progress target in year 1 (FY2025/26)
Year 2 target
Progress target in year 2 (FY2026/27)
Year 3 target
Progress target in year 3 (FY2027/28)
Score
Performance score in each year Year 1: Year 2: Year 3:
Recommendation
Recommendations for improvements or corrective actions Year 1: Year 2: Year 3: