Addressing Learning Poverty among Students

Bangladesh has considerably expanded children’s access to education, primary enrolment and gender parity. Despite that, there remains a fundamental question: are children learning what they need to succeed? Enrolling children in school is important, but education loses much of its purpose when students advance through grades without mastering basic reading, writing and mathematics. According to UNICEF’s 2025 data, only 50.2 per cent of children in the country aged 7–14 possess foundational reading skills, while 39.2 per cent possess foundational numeracy skills. UNICEF’s Education Sector Analysis 2026 also reports that foundational learning remains a major concern, with approximately half of children lacking foundational literacy and one in three lacking foundational numeracy. Many students spend years at school without expected competencies.
Learning poverty is a term coined by UNESCO, seeks to measure the share of children who cannot read and understand a simple text by age ten. It reflects both learning deprivation, caused by poor-quality education, and schooling deprivation, caused by lack of access to education. Reading is a gateway to learning in other subjects, so an inability to read undermines human-capital development, poverty reduction and Sustainable Development Goal 4. Data from 2022 indicates that 51 per cent of late-primary-age children in Bangladesh are learning poorly. Although this is better than the South Asian and lower-middle-income-country averages, the figure remains deeply concerning. Without basic skills, students struggle to progress in their studies and use job-related training effectively.

Curriculum reform, large teacher-training projects and the expansion of higher education have not necessarily addressed the foundations of education. The previous government emphasised establishing public universities in every district and allowing more private universities, often on political grounds, despite weak basic learning. Not everyone needs to pursue higher education, which is limited even in many countries. School education should instead be free, compulsory, equitable, inclusive and of high quality. Without strong foundations, higher education cannot produce the skilled workforce the country needs. The reported unemployment of 48 per cent among highly educated people also raises questions about the relevance of education and training. Colleges under the National University, technical institutions and industries must work together to train workers for entry-level jobs and meet practical employment needs.
It is a common scenario that many poor families struggle to afford transport, school supplies, uniforms and private tutoring, while some children must work or take on household responsibilities. Child marriage, disability, unsafe learning environments and poverty can interrupt education, particularly in rural communities, urban slums, river islands and coastal areas. According to UNICEF, only 64 per cent of children continue through to secondary education completion. The government must strengthen assistance for disadvantaged families and provide safe, inclusive schools and flexible opportunities for children who have dropped out. Keeping children in school matters, but ensuring that they learn when they attend schools is equally important.
Teachers are central to improvement, yet classrooms face challenges involving teaching methods, training, resources and assessment. Teaching often relies on memorisation and copying notes rather than understanding and independent thinking. Large classes and demanding syllabuses make it difficult to identify students’ learning gaps. Examinations are necessary, but they should measure comprehension, problem-solving, creativity and practical application, not memorisation alone. School attendance by itself does not guarantee meaningful learning.
Digital education offers opportunities, but access to devices, electricity, internet and suitable materials remains uneven. Floods, cyclones, river erosion and extreme heat also disrupt schooling in vulnerable regions. A resilient system needs appropriate technology, disaster-resistant school infrastructure and programmes to help students recover lost learning.
Education administration must also receive serious attention. Reports indicate major vacancies among officials responsible for monitoring schools. All school inspector and assistant school inspector positions are reportedly vacant. Of 64 district education officer posts, 23 are vacant, while all assistant district education officer posts remain vacant. Among 496 upazila secondary education officer posts, 315 are vacant, as are 307 assistant upazila secondary education officer posts. With so many key positions unfilled, effective monitoring and improvement in school quality become difficult. The government must address these shortages.
Political leadership must acknowledge corruption allegations across the education sector. Allegations against vice-chancellors are deeply shameful, while corruption in education directorates has also been a longstanding concern. Education administration must be organised so that political loyalty does not take precedence over competence and accountability. The education system must be protected from political influence if meaningful development is to be achieved.
Bangladesh cannot chase educational excellence while millions of children struggle with basic skills. The priority should be to help every child read with understanding, write clearly, perform basic calculations and gain confidence in learning. Regular, age-appropriate assessments should identify learning gaps early and guide teaching, while students who fall behind should receive remedial support. Teachers need practical materials, manageable workloads and professional support. Stipends, school meals where appropriate, accessible facilities, community libraries and partnerships with local organisations can further support learning.
Educational success should be measured not only by enrolment, examination results or the number of institutions built, but also by what children can actually read, write, calculate and understand. Its next task is to turn that access into meaningful learning for every child. A strong foundation is the most practical investment in a more skilled, equitable, productive and prosperous Bangladesh.
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The writer is President, English Teachers’ Association of Bangladesh (ETAB).

He can be reached at [email protected]