Primary education serves as the bedrock of a nation’s development, shaping the future workforce, leaders, and citizens. Yet in Bangladesh, despite repeated calls for improvement, the sector continues to suffer from neglect.
This is starkly evident in the current state of the Fourth Primary Education Development Program (PEDP-4), a vital initiative aimed at improving conditions in primary schools. The slow progress of this program, which has been extended twice and is now set to end in June 2025, raises serious concerns about the country’s commitment to ensuring quality education for its children. If this trend of neglect continues, a whole generation will be deprived of the fundamental resources necessary for their intellectual, social and emotional development.
PEDP-4: A failing vision
Launched in July 2018 with a budget of Tk 38,291 crore, it set out with ambitious goals to address critical issues in Bangladesh’s primary education system. These goals include recruiting 61,000 new teachers, training 1.4 lakh current teachers, constructing 50,000 new classrooms, 10,500 rooms for headteachers, and 58,000 WASH (water, sanitation, and hygiene) blocks, as well as renovating 42,000 primary schools across the country. These measures were intended to alleviate the chronic problems that have long plagued the system: Overcrowded classrooms, inadequate sanitation facilities, and a severe shortage of qualified teachers.
However, six years into its implementation, progress has been disappointing. According to reports, only 62% of the physical work was completed by September 2024. Earlier in May, two-thirds of the project’s components remained incomplete. The delays are attributed to a number of factors, including the political turmoil of recent months, which brought the project to a near standstill, the Covid-19 pandemic, which stalled progress in 2020 and 2021, and bureaucratic hurdles involving the Planning Commission and the Economic Relations Division, which have slowed down necessary revisions to the project. While these challenges are undeniable, they do not excuse the failures after six years.
The consequences of neglect
The failure to accelerate the PEDP-4 project has far-reaching consequences. According to the National Student Assessment (NSA) 2023, 61% of third-graders and 70% of fifth-graders in Bangladesh lack proficiency in mathematics for their grade levels, while similar figures were reported for Bangla. This highlights a disturbing reality: Many children are passing through the primary education system without acquiring the basic skills necessary for their academic progression and future success. If children are not mastering foundational subjects like math and language, their chances of succeeding in higher education and competing in the global workforce are greatly diminished.
The dropout rate at the primary level is also alarming. According to recent statistics, around eight lakh students have dropped out of primary schools, a figure that should deeply concern policymakers. These students, many from disadvantaged backgrounds, are being denied the opportunity to gain an education that could lift them and their families out of poverty. Moreover, this trend risks widening the already stark inequalities in Bangladesh’s education system. Rural and urban lower-income families, in particular, stand to suffer the most, as they are the ones most reliant on government primary schools.
Budgetary concerns and mismanagement
A close examination reveals that the increase in budget for primary education has not been matched by effective implementation of improvement programs. Mismanagement of funds and resources, a lack of accountability, and the inefficient execution of policies are critical factors contributing to the continued decline in the quality of primary education.
Officials from the Directorate of Primary Education, tasked with overseeing more than 65,000 government primary schools have failed to enforce standards or implement effective monitoring mechanisms. While teachers in government primary schools are paid according to government regulations and receive regular training through Primary Training Institutes (PTIs), this has not translated into improved outcomes for students. Many teachers remain unmotivated, and the absence of performance evaluations means that poorly performing teachers face little to no consequences.
The urban-rural divide
One of the most concerning trends in recent years has been the decline in enrollment in government primary schools particularly in urban areas. Once seen as institutions for the poor, these schools are now struggling to attract even lower-middle-class families. Many urban parents have lost faith in government primary schools, perceiving them as inferior to the rapidly expanding network of private kindergarten schools which often operate without proper oversight or regulation.
These private schools, some of which are little more than businesses set up in rented buildings, have managed to attract parents with promises of better facilities, a focus on English, and flashy curricula. In contrast, government primary schools have been left to languish with overcrowded classrooms, inadequate infrastructure, and a lack of extracurricular activities.
This trend is not limited to urban areas. In rural Bangladesh, too, financially well-off parents are increasingly opting to send their children to private schools or madrasas, rather than government primary schools. The proliferation of unapproved private kindergartens and madrasas often offering substandard education is contributing to the erosion of trust in government institutions.
Many rural government primary schools are now seen as "schools for the poor," catering to children from the most disadvantaged backgrounds. This shift has serious implications for educational equity as it threatens to create a two-tiered education system in which only the wealthy have access to quality education.
The need for comprehensive reform
The challenges facing Bangladesh’s primary education system are immense but they are not insurmountable. The government must prioritize the swift and efficient implementation of the PEDP-4 project to address the most pressing issues such as overcrowded classrooms, poor sanitation, and the shortage of qualified teachers. However, more than just completing the physical work, the government needs to tackle the deeper issues of mismanagement, lack of accountability, and insufficient oversight that have plagued the system for years.
Additionally, reforms are needed to address the growing divide between government and private primary schools. This means the need to enforce stricter regulations on private schools ensuring that they meet basic standards of quality and do not operate solely for profit. At the same time, the government must work to restore trust in its primary schools by improving infrastructure, investing in teacher training, and implementing robust monitoring and evaluation systems to ensure that teachers are held accountable for student outcomes.
Education for the future
Bangladesh is on the cusp of the fourth industrial revolution, a period in which education, technology, and innovation will be the keys to success. To prepare for this future, the country must ensure that all children receive a strong foundation in primary education. This means not only providing access to education but also ensuring that the education provided is of high quality, equipping students with the skills they need to succeed in a rapidly changing world.
The importance of this cannot be overstated. As Bangladesh seeks to achieve its Sustainable Development Goals (SDGs) and improve its standing on the global stage, investing in education -- particularly primary education -- will be crucial. Without a solid foundation, Bangladesh’s children will be ill-prepared to compete in the global workforce or contribute to the nation’s economic growth.
Without action, Bangladesh risks condemning a generation of children to a future of limited opportunities, stifled potential, and deepening inequality. It is time for the government to prioritize education, not just in words but in action to ensure a brighter future for all.
Dr Rakib Al Hasan is a young physician, author, activist & international award-winning youth leader of Bangladesh. He is the founder & Executive Director of the Centre for Partnership Initiative. Email: [email protected].
