Bangladesh's Education Sector Analysis (ESA) 2026 has found persistent learning deficits, high dropout rates and chronic underinvestment in the education sector despite progress in access and gender parity, according to draft findings presented at a validation workshop in Dhaka on Sunday.
The workshop was jointly organized by the government, Unicef and development partners under the Global Partnership for Education (GPE).
The ESA 2026 offers a review of Bangladesh's education system from pre-primary to higher education, including teacher development, governance, financing, inclusion and the use of technology.
Presenting the findings, Dr Deepa Sankar, chief of education at Unicef Bangladesh, said around 1 million primary school-aged children and another 3 million to 4 million secondary school-aged children remain out of school.
Many of them belong to marginalized groups, including children with disabilities and those living in remote and vulnerable areas, she said.
The report said only half of children aged 7-14 have foundational literacy skills, while 40% have foundational numeracy skills.
It also found that nearly half of students completing primary education fail to achieve grade-level Bangla proficiency, and only 30% reach expected mathematics competencies.
Although access to primary education has expanded, dropout remains a major concern. Around 16% of students leave school before completing primary education, while nearly one-third drop out at the secondary level.
Enrolment declines sharply after Grade 8, according to the analysis.
The report also raised concerns about pre-primary education quality. While nearly 80% of children entering Grade 1 have attended pre-primary programs, evidence suggests these programs do not consistently improve learning outcomes.
Teacher-related challenges were cited as a major factor behind weak educational performance. The report pointed to the absence of a comprehensive teacher policy, uneven teacher distribution, inadequate professional training and heavy administrative duties that reduce classroom teaching time.
It also noted that Bangladesh's public spending on education remains among the lowest in South Asia and below international benchmarks.
As a result, households continue to bear a significant share of education costs through private spending, particularly on supplementary tutoring.
The report warned that unless learning outcomes improve substantially, Bangladesh could face difficulties in meeting future labor market demands, especially for skills such as critical thinking, problem-solving and digital literacy.
Addressing the workshop as chief guest, Education and Primary and Mass Education Minister Dr ANM Ehsanul Hoque Milon said the government was prioritizing evidence-based planning.
"The Education Sector Analysis provides us with an opportunity to assess where we stand and identify the areas that require urgent attention," he said.
Milon said the government was working to improve school attendance and learning outcomes through expanded school feeding programs, as well as sports, cultural activities and values-based education.
"We are working to ensure that children learn in a joyful environment. To attract and retain students, we are expanding support programs and plan to introduce a nationwide midday meal program," he said.
He also highlighted the shortage of teachers, especially in primary schools, and said steps were underway to fill vacant posts and strengthen teacher training.
Milon reiterated the government's commitment to gradually increase education spending to 5% of GDP.
"Our greatest investment must be in education. If we are to harness Bangladesh's demographic dividend and build a skilled workforce, there is no alternative to strengthening the education sector," he added.
State Minister for Primary and Mass Education Bobby Hajjaj said the government plans to introduce pre-primary education in all government primary schools and expand the midday meal program nationwide within the next year.
He also said all primary schools would be brought under a single-shift system within the next 5 years, while every teacher would gradually receive professional training.
Sports and cultural activities will become compulsory at the primary level from the 2027 academic year and fully integrated into the curriculum by 2028, he said.
Unicef Bangladesh Representative Rana Flowers said the ESA is important because it consolidates existing evidence into a roadmap for policy and investment decisions.
"The ESA provides a baseline and a clear picture of where action is needed. If we are serious about transforming education in Bangladesh, the evidence shows where investments must be made," she said.
Citing findings from the Multiple Indicator Cluster Survey (MICS) 2025, Flowers said education challenges are closely linked to wider social issues.
She noted that child labor has risen to nearly 10%, while child marriage remains at 48% nationally and exceeds 70% in some communities.
The workshop was attended by Md Daud Miah, Secretary of the Technical and Madrasah Education Division; Rasheda K Chowdhury, Executive Director of CAMPE and member of the GPE Board; Martin Dawson, Deputy Development Director of the Foreign, Commonwealth & Development Office; and Michal Krejza, Head of Development Cooperation at the Delegation of the European Union to Bangladesh.
Participants said the validation process helped build consensus around key priorities ahead of the report's finalization.
Once completed, the ESA 2026 is expected to serve as a reference for future education policy, planning and investment aimed at improving learning outcomes, strengthening equity and building a more inclusive and resilient education system.