A concerning issue persists as the majority of children aged 10-14, even those who completed primary education, lack functional literacy and numeracy skills. The World Bank’s assessment on learning poverty in low- and middle-income nations has highlighted this issue, further supported by the 2022 national student assessment reports from the Directorate of Primary Education.
Despite investments made by the government and development partners in primary education development programs (PEDPs) over the past two decades, the system’s shortcomings persist. As the fourth phase of PEDP nears its end, plans are underway to launch PEDP5 in 2026, aiming for a fresh start to enhance student learning outcomes.
Expectations were high for educational reform under Prof Muhammad Yunus’ leadership of the interim government. However, the government’s reform initiatives did not include an education reform commission. Instead, a consultation committee focusing on primary and non-formal education (PNFECC) was formed in October 2024 by the Ministry of Primary and Mass Education. The committee proposed over a hundred action points to address quality stagnation in education, with the report handed to Prof Yunus in February this year.
After a meeting with senior officials in the primary education ministry on July 16, Prof Yunus directed urgent measures to fill vacant headteacher positions in approximately half of the 65,000 government primary schools. He emphasized the need for transparent teacher transfers, improved girl-friendly school infrastructure, and expanded internet and multimedia facilities across all primary schools.
Questions arise as to why such basic necessities as having a headteacher in every school, ensuring conducive facilities for female students and staff, and providing essential technology like internet connectivity are not already in place. The necessity for immediate action was underscored by the committee’s recommendations under PEDP4, emphasizing the urgency in addressing leadership vacancies, infrastructure needs, and technological enhancements in primary schools.
The call for a shift in bureaucratic culture and decision-making processes is crucial to address the long-standing challenges in the education sector. To overcome the stagnation in children’s learning outcomes, a shift towards decentralized governance and accountability at the local level is suggested, echoing successful models in countries like India, Pakistan, Nepal, and Sri Lanka.
In Bangladesh, the PNFECC report advocates for embracing decentralized governance in basic education services to enhance effectiveness and dynamism in management. A pilot decentralization program within the upcoming PEDP5 is proposed for 20 upazilas to test the viability of decentralized management. The success of this initiative hinges on high-level political commitment, technical support, and collaboration between international and national expertise.
By prioritizing the 20-upazila pilot program within PEDP5, there is potential to expand decentralized governance to 100 upazilas nationwide by the program’s midpoint. This strategic approach aims to create effective schools and foster successful learners through decentralized management, paving the way for meaningful improvements in primary education outcomes.