Bangladesh is working to strengthen the links between climate, disaster and education data to help protect schools and sustain learning amid climate risks.
Floods, cyclones and heatwaves continue to threaten school infrastructure and disrupt learning across the country. Although Bangladesh has extensive education and climate-related information, much of it remains fragmented across institutions, making it difficult to identify vulnerable schools, assess preparedness and prioritize support.
The Ministry of Education (MoE) and the Ministry of Primary and Mass Education (MoPME), with support from the United Nations Educational, Scientific and Cultural Organization (UNESCO), are working to strengthen connections between existing information systems and improve access to climate-related evidence for educational planning.
As part of these efforts, a 3-day national workshop under the Climate Smart Education Systems Initiative (CSESI) concluded at Hotel Holiday Inn in Dhaka on October 29, 2026.
Government officials, education planners and technical experts examined gaps in existing data systems, focusing particularly on the Annual Primary School Statistics (APSS). They also explored ways to improve data sharing, interoperability and the collection of climate-related information.
The workshop reviewed and validated existing education, climate and disaster data sources, assessed information gaps and identified priority areas for improvement. Discussions covered potential revisions to the APSS, stronger data-sharing arrangements and improved interoperability between existing systems, along with initial considerations for developing climate-related questions and variables for future data collection.
Speaking as the chief guest, Delwora Begum, additional secretary of the Audit and Law Wing of the Secondary and Higher Education Division under the Ministry of Education, emphasized the importance of protecting education investments from climate risks.
“When any disaster or extreme heat closes a school, every other investment loses some of its value. So planning for climate is not an extra task. It protects everything else we build,” she said.
Norihide Furukawa, head of education at UNESCO Dhaka, attended as a special guest and highlighted the importance of strengthening existing information systems.
“Building climate resilience in education requires more than collecting data. By connecting existing information and addressing critical gaps, we can help education authorities make better-informed decisions to protect schools and sustain learning,” he said.
The workshop was chaired by Rokeya Khaton, ndc, joint secretary and development wing chief of the Secondary and Higher Education Division (SHED) under the Ministry of Education.
The initiative builds on earlier CSESI workshops held in October 2025 and May 2026, which examined climate risks, vulnerabilities and institutional capacities within Bangladesh’s education system. A further workshop in September 2026 explored climate education in curricula and teacher readiness.
Together, these activities aim to strengthen the evidence base and institutional capacity needed to integrate climate resilience into education policies, planning and learning.
Improved access to reliable, interconnected data can help education authorities identify schools vulnerable to climate risks, guide investments in safer infrastructure, strengthen preparedness and sustain learning opportunities, particularly for children in high-risk and underserved communities.
Led by the MoE and MoPME, CSESI is implemented with technical support from UNESCO and the UNESCO International Institute for Educational Planning (UNESCO-IIEP), with funding from the Global Partnership for Education (GPE). The initiative supports Bangladesh in integrating climate resilience and environmental sustainability into education sector policies, plans, budgets and strategies.
