In 1966, Unesco officially designated September 8 as International Literacy Day (ILD) during its 14th General Conference. This year’s ILD theme, “Literacy for people, the planet, and prosperity,” carries significant implications for Bangladesh and South Asia. The focus on literacy skills underscores the crucial connection between basic reading and writing abilities, human dignity, sustainable environmental practices, and inclusive economic development.
Various sources present differing literacy rates for Bangladesh, raising concerns about data reliability, estimation methodologies, and the impact of these statistics on people’s well-being and national progress. Recent data on adult literacy rates (ages 15 and above) range from 74 percent to 79 percent. The 2022 Population and Housing Census indicated a rate of 74.66 percent, while the World Bank reported a figure of 79 percent for the same year. The Bangladesh Economic Survey 2024 revealed a literacy rate of 77.9 percent for the population aged 7 and older in 2025.
Besides age variations, the self-reporting approach used to assess literacy levels—where individuals declare if they can read and write a simple sentence—raises concerns about the practical value of the published data. Reports from the Campaign for Popular Education (CAMPE) Education Watch indicate that the functionally useful literacy rate is approximately half of the officially announced estimates.
A recent Health and Morbidity Status Survey (HMSS) by the Bangladesh Bureau of Statistics disclosed that 23.5 percent of the surveyed population never attended school, while 18.9 percent attended primary school without further progression, leaving 42.5 percent of adults at or below a Class-5 education level.
From 1990 to 2025, the Bureau of Non-Formal Education (BNFE) undertook 11 projects of varying scales and durations to enhance literacy levels, reintegrate dropouts into the education system, and expand adult education. Notably, initiatives like the Basic Literacy Programme (Total Literacy Movement), Post-Literacy and Continuing Education (PLCE) project, Reaching Out-of-School Children (ROSC) project, and Basic Education for Hard-to-Reach Working Urban Children (BEHTRWUC) project targeted improving literacy among different learner groups.
Despite these efforts, a significant portion of the population in Bangladesh today lacks primary education or has no formal education. Roughly three-quarters of the population still lack functional levels of foundational literacy and numeracy skills.
Individuals without basic literacy and numeracy skills, including millions of adults and out-of-school youth, face challenges adapting to evolving job markets and climate-related crises. Promoting a lifelong learning approach involves treating reading, writing, and arithmetic as an evolving foundation that grows with individuals throughout their lives.
Given the current landscape, technology can revolutionize how foundational skills are taught, shifting from traditional classrooms to flexible learning environments. With extensive smartphone and internet penetration in Bangladesh, leveraging technology for literacy programs can be highly effective. Utilizing gamified apps to teach Bangla phonics, practical calculations, and digital literacy could enhance learning experiences and reach a wider audience.
To embrace a tech-driven approach to lifelong learning, several catalytic measures can be considered:
Subsidized smartphones for learners to access foundational literacy and numeracy applications.
Micro-credentialing of learners with digital certifications for completing small learning milestones.
Establishing a network of smart Community Learning Centres (CLCs) to provide digital access and offline learning resources.
Encouraging NGO-private sector collaborations to develop localized learning materials aligned with national educational objectives.
Transitioning from traditional schooling to a dynamic lifelong learning network requires operational shifts by government bodies. The BNFE should transform into a regulatory body setting standards for digital adult education and collaborating with organizations to develop digital learning content. The Ministry of Primary and Mass Education (MoPME) needs to allocate resources for technology-driven learning in the education budget and integrate climate-resilient education services into policy frameworks.
Education-focused NGOs should be strategic partners in implementing educational reforms, especially in reaching marginalized communities and enhancing non-formal education networks. Collaborative efforts and innovative thinking by policymakers can bring about positive changes in the education sector in the coming years.