Bangladesh’s literacy rate has been rising steadily, with 77.9% of citizens aged seven and above receiving basic education, according to the Bangladesh Economic Survey 2024 released by the Bangladesh Bureau of Statistics (BBS). Yet significant impediments continue to hold back further progress.

Reality check

We are not learning more; we are simply filling gaps that should have been addressed decades ago. The problems have existed for years, but little has changed in practice. According to World Bank data, Bangladesh recorded a high primary enrolment rate of 111.6% in 2023, with over 16.25 million pupils enrolled across more than 52,000 government schools. Primary enrolment can exceed 100% due to the inclusion of over-aged and under-aged students—often the result of early or late school entry and grade repetition.

However, dropout rates rose slightly to 16.25% in 2024 from 13.15% earlier, according to the Annual Primary School Statistics (APSS) 2024.

Even students who complete primary and secondary schooling often reach university with foundational gaps. Many university freshmen must relearn basic arithmetic and reading skills because these deficiencies persist from their early years.

Classroom realities

Government primary schools largely rely on outdated chalk-and-talk methods that prioritise exam preparation over creativity. Overcrowded, double-shift classrooms leave little scope for engagement. Hands-on labs and functioning libraries are rare, forcing universities to spend valuable time repairing foundational weaknesses instead of advancing learning.

Our circumstances may require locally tailored solutions, but the underlying principles of quality education remain universal: respect teachers enough to properly pay and train them; ensure students have the resources they need; measure success through comprehension rather than exam scores alone; and recognise that shortcuts taken in primary education create exponential problems later.

These issues are widespread, not isolated. Many bright students reach university only to revisit lessons they should have mastered in primary school. Instead of progressing, we are stuck correcting deficiencies that should have been resolved early on.

Step inside any government primary school and the problems are unmistakable. Classrooms with 50 or more students make individual attention nearly impossible. Teachers stand at the front, using chalk, delivering lessons much as their predecessors did decades ago. The exam-centric culture reduces learning to a competition for grades, sacrificing genuine understanding. Curiosity is suppressed, and opportunities for creativity are minimal.

The teacher crisis

Behind every struggling student is often an overworked, under-supported teacher.

Primary school teachers are frequently paid salaries that barely cover basic needs, compelling many to seek supplementary income. Training opportunities, when available, are infrequent and insufficient, preventing teachers from adopting modern teaching techniques. Many begin their careers without proper preparation, depending on outdated methods and having to learn on the job.

Contrast this with countries that excel in global education rankings. In Finland, teachers often hold master’s degrees and enjoy professional respect comparable to doctors and lawyers. In China, teachers undergo extensive training before entering classrooms and continue their learning throughout their careers. These countries recognise a principle we often overlook: effective education depends on empowering teachers.

You cannot expect outstanding results from individuals who are not equipped for success.

What needs to be done

Empty promises will not solve systemic issues. Bangladesh urgently needs visible, meaningful reforms.

Class sizes must be reduced to around 30 students to allow teachers to genuinely connect with their pupils. Schools need proper libraries stocked with age-appropriate books, not dusty rooms filled with outdated materials. Science education requires functional labs with affordable experiment kits rather than purely theoretical instruction.

Weekly reading programmes should become standard practice. Children need consistent exposure to stories, facts, and ideas beyond textbooks. Hands-on learning should replace passive note-taking. Young students learn best by doing, experiencing, and experimenting—not by sitting still for hours copying notes.

Teacher compensation also needs complete restructuring. Higher pay alone is not enough; it must be linked to professional development and accountability. Promotion pathways should be transparent and merit-based, rewarding teachers who complete training and demonstrate improved classroom outcomes. Mentorship programmes can help new teachers adopt effective practices. Incentives for rural placements can attract capable teachers to underserved areas.

Training content is as important as training frequency. Professional development should cover foundational literacy and numeracy instruction, child psychology, classroom management, and inclusive teaching techniques. Teachers need practical tools for immediate use, not abstract theories disconnected from classroom reality.

Why improvement matters

Primary education is not a separate component of the system; it is the foundation for all future learning. Students who master reading, math, language, and basic critical thinking early are better prepared for high school and university. They enter higher education ready for advanced coursework rather than remedial interventions. They join the workforce with the skills employers urgently need.

Experts repeatedly emphasise this connection: strong early education directly correlates with better academic performance later and with the development of skilled professionals.

Improving primary education is not theoretical—it is the demonstrated reality in every country that prioritises early learning. By investing in foundational education, Bangladesh invests in future doctors capable of accurate diagnoses, engineers who can make precise calculations, and entrepreneurs who can innovate boldly.