THE 2025 academic year in Bangladesh began with a major setback as significant delays in textbook distribution disrupted classrooms nationwide. While the government introduced online textbooks as an interim solution, challenges in access and infrastructure have left millions of students and teachers grappling with uncertainty.
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Printed textbooks delayed indefinitely
THE government had pledged to distribute 40.15 crore textbooks for primary and secondary students by January 1. However, only six crore copies were delivered on time, and most students received just three textbooks 鈥� Bangla, English and Mathematics. Materials for other subjects remain undelivered, casting doubts on the academic year鈥檚 smooth progression.
On January 7, education adviser Dr Wahiduddin Mahmud admitted, 鈥淚 cannot confirm when all students will receive their textbooks in the current academic year.鈥� Speaking at the Bangladesh Secretariat after a cabinet committee meeting, he explained that several factors contributed to the delays:
A late start to printing due to curriculum and syllabus revisions.
An increased demand for textbooks, exceeding previous years.
The decision to produce all textbooks domestically, exposing limitations in local printing capacity.
A shortage of art paper, with additional shipments yet to arrive.
The education adviser acknowledged that similar delays occurred in previous years, with textbooks not fully distributed until March, and hinted that this year鈥檚 timeline may face the same challenges.
Despite these issues, over 60 million copies were distributed on January 1, providing some relief. However, with many students still waiting for complete sets, concerns over equity and quality in education are growing.
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Consequences ripple through the education system
THE textbook shortage is having far-reaching effects on students, teachers, and parents:
Students may be unable to fully engage with their studies, disrupting their learning and creating anxiety, especially for those preparing for major exams.
Teachers may struggle to plan lessons effectively, often relying on makeshift solutions such as downloading digital copies or improvising with limited materials.
Parents may be worried about the long-term impact on their children鈥檚 education, particularly in rural areas where access to alternatives like online textbooks is limited.
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Online textbooks introduced amid access challenges
IN AN effort to mitigate the crisis, the government launched online versions of textbooks on January 1. These digital editions, available on the National Curriculum and Textbook Board website, allow students and teachers to access materials online.
While this initiative offers temporary relief, it has exposed systemic challenges that prevent equal access:
Internet inequality: Many rural students lack reliable internet access; hence, it will be difficult for them to download or use the online textbooks.
Device limitations: Families without smartphones, tablets, or computers will be unable to utilise digital resources, widening the gap between urban and rural learners.
Technological barriers: Both students and teachers may face difficulties navigating online platforms due to inadequate training and resources.
Though proactive teachers at several schools may resort to downloading and printing materials at their own expense, placing an additional burden on educators already stretched thin.
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A need for long-term solutions
THE introduction of online textbooks is a step forward, but sustainable reforms are necessary to prevent such crises in the future. The government should consider:
Improving digital access: Develop e-books compatible with various devices and partner with telecom operators to provide subsidised or free internet for students in underserved areas.
Training in digital literacy: Equip teachers and students with the skills to effectively use digital tools and platforms.
Strengthening local printing capacity: Invest in improving the efficiency and capacity of domestic printing facilities to meet future demands.
Supplementary platforms: Leverage platforms like YouTube to deliver video lectures and additional resources for students unable to access physical or digital textbooks.
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A looming uncertainty
AS THE academic year progresses, students and teachers remain in limbo. The education adviser鈥檚 acknowledgement that the government cannot guarantee full textbook distribution this year reflects deeper issues in planning and logistics. While the online initiative offers a temporary lifeline, it fails to address the core disparities in access and infrastructure.
Policymakers must urgently prioritise reforms that integrate technology, enhance logistical efficiency and ensure equitable distribution of resources. Until these issues are resolved, millions of students will continue to struggle, their education compromised by a system that has yet to meet their needs.
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Sabbir Ahmed Chowdhury is an assistant professor, Institute of Education and Research, University of Dhaka.
