EDUCATION is often regarded as the great equaliser, a means of empowering individuals and driving societal progress. In Bangladesh, the democratisation of education has been central to national development policies, reflecting the broader ambition of transforming a developing nation into a knowledge-based society. While significant strides have been made, challenges persist in ensuring equitable access to quality education. To truly democratise education, Bangladesh must address systemic barriers, embrace innovation and prioritise inclusivity in its policies and practices.
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Journey so far
SINCE 1971, Bangladesh has made remarkable progress in expanding access to education. The government鈥檚 commitment to universal primary education, supported by initiatives such as the primary education development programme, has led to a net enrolment rate of over 97 per cent in primary schools. Gender parity in primary and secondary education, once a distant aspiration, has now become a reality, with more girls enrolled in schools than boys in some regions.
These achievements have been further bolstered by the efforts of non-governmental organisations such as BRAC, which pioneered innovative approaches to reaching marginalised communities. Policies promoting free textbooks, stipend programmes and midday meals have also contributed to reducing dropout rates and improving attendance.
However, democratisation is not merely about increasing enrolment figures. It is about ensuring that every individual, regardless of socio-economic status, gender, or geographic location, has access to quality education that equips them with the skills and knowledge needed to thrive in an evolving world.
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Persistent challenges
DESPITE notable progress, Bangladesh continues to grapple with persistent challenges that hinder the true democratisation of education. One of the most pressing concerns is the inconsistency in the quality of education across the country. Many students, even after completing primary school, lack basic literacy and numeracy skills. This alarming gap is largely due to inadequate teacher training, overcrowded classrooms and an entrenched culture of rote learning that stifles critical thinking and creativity. These deficiencies weaken the transformative potential of education and leave many children ill-prepared for an increasingly competitive global economy.
The urban-rural divide further exacerbates educational inequalities. Urban schools benefit from superior infrastructure, better-qualified teachers and greater access to learning resources, while rural schools often lack these essentials, leaving students at a stark disadvantage. This disparity perpetuates cycles of inequality, granting urban students greater opportunities while rural children struggle to escape poverty.
Marginalised groups 鈥� including indigenous children, children with disabilities and those from ultra-poor families 鈥� continue to face significant barriers to education. Structural inequities, cultural stigmas and financial constraints often exclude these groups, depriving them of their fundamental right to learning. Despite policy interventions, these communities require targeted and sustained efforts to ensure meaningful access to education.
The Covid-19 pandemic further exposed and deepened existing inequalities, highlighting the digital divide. While urban students largely transitioned to online learning, many rural students lacked access to devices, internet connectivity and technical support. This digital exclusion not only disrupted learning but also widened the gap between privileged and underprivileged students, reinforcing disparities in educational outcomes. Addressing these challenges demands a holistic and inclusive approach to ensure that the democratisation of education becomes a tangible reality for all.
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Case for democratisation听
DEMOCRATISING education in Bangladesh means ensuring that every child, regardless of background, has equitable access to high-quality learning opportunities. Achieving this vision requires addressing systemic inequities and redefining education as a public good rather than a privilege reserved for a select few. The transformation must be built on three fundamental pillars: equity, innovation and accountability.
Equity is at the heart of a democratised education system, ensuring that no one is left behind. Targeted interventions are essential to uplift marginalised communities. For instance, the inclusion of indigenous and disabled students necessitates adapting the curriculum to reflect the languages and cultural contexts of indigenous communities while equipping schools with the resources and trained personnel to support students with disabilities. Financial assistance through stipends and scholarships is another critical measure, enabling economically disadvantaged students to continue their education and reducing dropout rates. Furthermore, community-led schools in remote and underserved areas can bridge the access gap, ensuring that even the most isolated children receive an education that prepares them for a brighter future.
Innovation, particularly through technology, has the potential to revolutionise education in Bangladesh. The government must prioritise digital inclusion by expanding internet connectivity in rural areas and providing affordable devices to students. Initiatives such as 鈥楽hikkhok Batayon鈥� can be scaled up to offer interactive, multilingual content tailored to diverse learner needs, ensuring that technology serves as a bridge rather than a barrier. Additionally, integrating technology into teacher training programmes can enhance pedagogical practices, improve classroom engagement and enable educators to deliver more effective lessons.
Accountability is essential to ensuring that education reforms translate into meaningful outcomes. Transparent monitoring systems 鈥� such as regular audits of school performance and resource allocation 鈥� can help identify inefficiencies and curb corruption. Active community engagement, involving parents, local leaders and civil society organisations, can ensure that policies are informed by grassroots needs and remain relevant to the communities they serve. Decentralising governance by empowering local governments to manage schools can also lead to more context-specific solutions and more efficient use of resources, fostering a sense of ownership and responsibility at the local level.
By focusing on equity, innovation and accountability, Bangladesh can create an education system that is not only inclusive but also capable of empowering all its citizens to contribute meaningfully to national development.
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Role of PPPs
PUBLIC-PRIVATE partnerships hold tremendous potential to drive innovation and expand educational access in Bangladesh. These collaborations can bring together the resources, expertise and agility of NGOs, philanthropic organisations and the private sector to complement government efforts in creating a more inclusive and effective education system.
One key area of impact is the development of scalable models. Successful NGO-led initiatives, such as BRAC鈥檚 non-formal schools, have demonstrated their ability to reach underserved populations and deliver quality education. With government support, these models can be expanded to benefit a larger segment of the population, particularly in rural and marginalised communities.
Another vital area where PPPs can make a difference is in enhancing vocational education. By collaborating with industries, PPPs can design and implement vocational training programmes that equip students with practical skills aligned with job market demands. This approach can reduce youth unemployment by preparing students for meaningful employment opportunities while addressing the skills gap in various industries.
Additionally, PPPs can play a critical role in funding infrastructure development for schools, particularly in rural and underserved areas. Private sector investment in constructing and maintaining school facilities can help address resource gaps and provide students with a conducive learning environment. Through such collaborative efforts, PPPs can act as a catalyst for transforming Bangladesh鈥檚 education landscape, ensuring that quality education becomes accessible to all.
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Vision for future
THE democratisation of education in Bangladesh is not merely a policy objective; it is a moral imperative. An inclusive, equitable and high-quality education system can unlock the potential of millions of children, driving economic growth, reducing inequality and fostering social cohesion.
Bangladesh鈥檚 aspiration to achieve upper-middle-income status hinges on a well-educated and skilled workforce. By prioritising education reforms that address systemic inequities and embrace innovation, the country can lay the foundation for sustainable and inclusive development.
The road ahead will require sustained political will, robust financial commitment and active participation from all stakeholders. As the nation progresses, the democratisation of education must remain at the heart of its development agenda, ensuring that no child is left behind in the pursuit of knowledge and opportunity.
Ultimately, the democratisation of education in Bangladesh is a journey rather than a destination. While significant progress has been made, the challenge lies in addressing persistent inequities and ensuring that every child, irrespective of their circumstances, has the opportunity to thrive. By focusing on equity, innovation and accountability 鈥� and fostering collaboration between the public and private sectors 鈥� Bangladesh can build an education system that truly reflects the aspirations of its people and the promise of its future.
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Musharraf Tansen is a development analyst and former country representative of Malala Fund.
