FOUNDATIONAL learning, the acquisition of basic literacy and numeracy skills, is the cornerstone of a child鈥檚 educational journey. It lays the groundwork for lifelong learning, critical thinking and opportunities. In Bangladesh, a country with a young and dynamic population, ensuring that every child achieves foundational learning is not just an educational goal but a national imperative. Despite significant progress in improving access to education, the quality of learning remains a pressing concern. This article examines the current state of foundational learning in Bangladesh, the challenges that persist and the strategies needed to ensure that every child can read, write and count with confidence.
Foundational learning is the bedrock of education. It equips children with the essential skills needed to navigate the world, pursue further education, and contribute meaningfully to society. Without strong literacy and numeracy skills, children are unable to fully participate in the classroom, leading to poor academic performance, high dropout rates, and limited opportunities in adulthood.
In Bangladesh, where nearly 40 per cent of the population is under the age of 18, foundational learning is particularly critical. The country鈥檚 demographic dividend 鈥� a large, young workforce 鈥� can only be realised if children are equipped with the skills needed to thrive in a rapidly changing global economy. However, the reality is that many children in Bangladesh are not achieving the foundational learning outcomes they need to succeed.
听
Current state
BANGLADESH has made remarkable strides in improving access to education. The net enrolment rate in primary education is over 98 per cent, and gender parity has been achieved at both primary and secondary levels. However, access alone is not enough. The quality of education, particularly in foundational learning, remains a significant challenge.
According to the 2022 National Student Assessment, only 35 per cent of Class III students in Bangladesh can read with comprehension, and just 25 per cent can perform basic arithmetic operations. These figures are alarming and highlight a systemic issue: while children are attending school, they are not acquiring the foundational skills they need.
The situation is even more dire in rural areas and among marginalised communities. Children from low-income families, ethnic minorities, and those with disabilities are disproportionately affected by poor learning outcomes. For example, a 2021 study by BRAC found that only 18 per cent of children in rural areas could read a simple paragraph by the end of Class II, compared to 32 per cent in urban areas.
听
Challenges
SEVERAL factors contribute to the poor state of foundational learning in Bangladesh. One of the most significant barriers is the听quality of teacher training and support. Many teachers lack the necessary training and resources to effectively teach foundational skills, often relying on traditional methods like rote learning. These outdated approaches leave little room for interactive or student-centred teaching, which is critical for helping children grasp basic concepts. Without proper training, teachers struggle to adapt their methods to meet the diverse needs of their students, particularly those who require extra support to master foundational skills.
Another major challenge is the issue of听overcrowded classrooms. With an average student-teacher ratio of 45:1 in primary schools, teachers are often overwhelmed and unable to provide individualised attention to students. This is especially problematic for children who are already struggling with foundational skills, as they need more personalised instruction to catch up. The lack of one-on-one interaction in such crowded environments means that many children fall behind, perpetuating a cycle of poor academic performance and disengagement.
Compounding these issues is the听lack of learning materials听in many schools. Basic resources such as textbooks, workbooks, and reading materials are often in short supply, making it difficult for children to practice and reinforce their skills. Without access to these tools, students are unable to fully engage with the curriculum or develop the confidence needed to succeed academically. This shortage of resources disproportionately affects schools in rural and under-served areas, where funding and infrastructure are already limited.
Poverty and social barriers听further exacerbate the challenges of foundational learning. Children from low-income families often face additional obstacles, such as malnutrition, child labour, and early marriage, which disrupt their ability to attend school regularly and focus on learning. For many families, economic pressures force children to prioritise work over education, leaving little time or energy for academic pursuits. These social and economic barriers create a vicious cycle, where poverty limits educational opportunities, and a lack of education perpetuates poverty.
For children from听ethnic minority communities, language barriers present another significant hurdle. Many of these children speak a mother tongue that differs from the language of instruction in schools, typically Bangla. This disconnect makes it difficult for them to understand lessons, participate in class, and engage with the curriculum. Without mother-tongue-based multilingual education programmes or language support, these children are at a severe disadvantage, often falling behind their peers and struggling to keep up with the demands of the education system.
Finally, the听impact of the Covid outbreak further deepened the foundational learning crisis. School closures during the pandemic disrupted learning for millions of children, particularly those from disadvantaged backgrounds who lacked access to digital learning tools or parental support at home. Many children fell behind in their studies during this period, and the learning loss has been difficult to recover from. The pandemic also exacerbated existing inequalities, with children from low-income families, rural areas, and marginalised communities bearing the brunt of the disruption.
听
Initiatives
DESPITE these challenges, there have been notable efforts to address the foundational learning crisis in Bangladesh. The government, in collaboration with development partners and non-governmental organisations, has launched several initiatives aimed at improving learning outcomes.
One of the most significant steps has been the introduction of the听National Education Policy 2010, which emphasises the importance of foundational learning and calls for comprehensive reforms in curriculum design, teacher training, and assessment methods. The policy recognises that foundational literacy and numeracy are critical for children鈥檚 long-term academic success and lays the groundwork for systemic changes to improve learning outcomes.
Building on this foundation, the听Fourth Primary Education Development Programme been instrumental in improving the quality of primary education across the country. This programme focuses specifically on foundational literacy and numeracy, implementing measures such as teacher training, the provision of learning materials, and the introduction of continuous assessment. By equipping teachers with the skills and resources they need to deliver high-quality instruction, PEDP-4 aims to create a more supportive and effective learning environment for children.
In addition to government-led initiatives, non-governmental organisations have played a crucial role听in addressing the foundational learning crisis. Organisations like BRAC, Save the Children, and Room to Read have implemented innovative programs that target the most vulnerable children and provide them with the support they need to succeed. For example, BRAC鈥檚 Ganakendra Pathshala (community learning centres) offer after-school support to children in rural areas, helping them catch up on their studies and build confidence in their abilities.
The听adoption of digital learning initiatives听has also been a game-changer in improving foundational learning, especially during the Covid outbreak. The government and non-governmental organisations have introduced digital platforms to supplement classroom teaching and ensure that children can continue learning even when schools are closed. One notable example is the 鈥楢mar Ghare Amar Skul鈥� (My school at my home) initiative, which provided televised lessons to children who were unable to attend school during the pandemic. These digital tools have helped bridge the gap for many students, particularly those in remote or underserved areas, and have demonstrated the potential of technology to enhance learning outcomes.
听
Strategies
TO ADDRESS the foundational learning crisis in Bangladesh, a multi-faceted approach is essential. This approach must tackle the root causes of poor learning outcomes while creating an inclusive and supportive environment for all children.
One of the most critical strategies is听teacher training and support. Teachers are the backbone of the education system, and their ability to deliver effective instruction is key to improving foundational learning. Providing high-quality training in foundational literacy and numeracy, coupled with ongoing mentorship and professional development, can equip teachers with the skills and confidence they need to adopt student-centred teaching methods.
Another vital strategy is听investing in early childhood education. The early years of a child鈥檚 life are crucial for cognitive, social, and emotional development. Programs that focus on pre-primary education can help children build a strong foundation for learning, setting them up for success in primary school and beyond.
Targeted interventions for marginalised groups听are equally important. Children from low-income families, ethnic minorities, and those with disabilities often face additional barriers to learning, such as language differences, lack of resources, and social stigma. Providing multilingual education, scholarships, and tailored support can help bridge these gaps and ensure that every child has the opportunity to succeed.
Parental and community engagement听is another key component of addressing the foundational learning crisis. Parents and communities play a crucial role in supporting children鈥檚 learning, yet many lack the knowledge or resources to do so effectively. Awareness campaigns and community-based programs can help parents understand the importance of foundational learning and provide them with practical tools to support their children at home.
Leveraging technology听can also play a transformative role in improving foundational learning. Digital learning tools, such as educational apps, online platforms, and televised lessons, can complement classroom teaching and provide children with additional opportunities to practice their skills. However, it is essential to ensure that these tools are accessible to all children, including those in rural and underserved areas.
Finally,听robust monitoring and evaluation systems听are essential for tracking progress and identifying areas for improvement. Data-driven approaches can help policymakers and educators make informed decisions, allocate resources effectively, and measure the impact of interventions.
听
Call to action
THE state of foundational learning in Bangladesh is a cause for concern, but it is also an opportunity for transformation. By addressing the systemic challenges and implementing targeted strategies, we can ensure that every child in Bangladesh has the opportunity to acquire the foundational skills they need to succeed in school and in life.
This is not just an educational issue; it is a matter of social justice and economic development. A generation of children with strong literacy and numeracy skills will be better equipped to contribute to the nation鈥檚 progress and compete in the global economy. The time to act is now. Let us work together to build a brighter future for Bangladesh鈥檚 children, one where every child can read, write, and count with confidence.
If you are a parent, teacher, policymaker, or concerned citizen, you have a role to play in improving foundational learning in Bangladesh. Advocate for better education policies, support initiatives that focus on foundational skills, and ensure that every child has the opportunity to learn and thrive. Together, we can make a difference.
听
Musharraf Tansen, a former country representative of Malala Fund, is a development analyst.
