The national budget for the fiscal year 2024-25 will be critical to chart the recovery and flourishing of the education sector that has suffered the adverse impacts of the technology adoption, digital divide, learning loss, dropout, unemployment rate, brain drain and child marriage, among other factors. Bangladesh’s average education expenditure as a percentage of GDP from 2016 to 2023 was the 5th lowest among 41 least-developed countries (LDC). On average, at least 35 LDCs spent two per cent or more of their GDP on education from 2016 to 2023.

In the same period, Bangladesh’s average education expenditure was 1.8%. Only Somalia (0.2%), Haiti (1.5%), South Sudan (1.5%) and Central African Republic (1.8%) remain behind Bangladesh. Somalia, South Sudan and Central African Republic are African countries that are riven by conflicts.

In these countries, economic and social development continues to be hindered by political instability and increasing violence. On the other hand, gang violence has been paralysing the Caribbean country Haiti, fuelling the resurgence of cholera and extreme levels of food insecurity.

Among the LDC countries, Myanmar spends 2.1% of its GDP on education, Congo and Uganda 2.2%, Chad 2.5%, Cambodia 2.6%, Rwanda 3.3%, Senegal and Ethiopia 5.1% and Sierra Leone spends 6.7% of its GDP. Meanwhile, data released by the World Bank shows that Bangladesh’s average education expenditure as a percentage of GDP is less than that of Afghanistan, Nepal and Bhutan.

Public resources for education were utterly inadequate to achieve the objectives of enhancing skills and capabilities of the next generation for an aspiring higher-middle-income ‘smart’ Bangladesh. The global median value for government expenditure on education is 4.45% of GDP. In Bangladesh, it was only 1.83% in FY2022-23 and is even lower at 1.76% in FY2023-24.

The record-high national budget of Tk 761,785 crore has in it the record-low allocation of Tk 88,000 crore for education. These numbers mark a historic low proportionately. We will not get that competence with the current standard of education. Education has a relation to the creation of employability.

With such a meagre allocation, it is hardly possible that education can contribute to the employment sector. Currently, we are producing graduates but we are not producing productive graduates. We do not see any steps to enhance the skills of job seekers. Overall, the research sector did not get due importance in the budget.

Education experts praised the increase in the allocation for education but said that the allocation for quality improvement in education is still insufficient compared to Bangladesh’s GDP. As a result of the insufficient allocation, the education sector may continue to face the same problems as before.

Bangladesh’s education system needs much larger public investment, but the desired results can be achieved only when the priorities, programmes and strategies for effective action are in place and backed up by high-level political decisions. Every year education budget shows a dismal picture. Each budget speech is wonderfully crafted, everything is there. It talks about smart citizens, skilled manpower with values, and ensuring the quality of education. But what is absent in it is the direction about how all of this will happen.

In the last budget, the allocation for primary education has increased, but not much for secondary, madrasa and technical education. As some irregularities have been reported in the past, we have to ensure that the infrastructure for education sector meets proper standards. At present, access to education at all levels has certainly expanded, especially so at the primary stage.

Besides the expansion, available evidence on a student’s learning outcome and reducing inequity and exclusion in the system does not offer much reason for comfort. There is no separate budget for the education sector. It is being added to the budget of other sectors, like science and technology or the religion ministry. The rate of technical education is increasing slowly.

There are polytechnic and vocational institutes but there is a lack of skilled trainers. Budget allocation in this regard should be increased. However, only increasing the allocation is not enough. At the same time, proper utilisation of the budget with integrity and accountability is also major challenge for the government.

Besides, the allocation of funds should be increased directly in the academic sector so that talented people get interested in the teaching profession. Their benefits should also be increased so that they do not switch to another job, after a few years, getting better facilities. Emphasis should also be placed on spending more money on teachers’ training for their gradual professional development.

Bangladesh has signed many national and international charters or declarations, including SDGs and Child Rights Charter. There, the government has committed to allocate at least 4-6 per cent of GDP or 15-20 per cent of the budget to education but it has not fulfilled yet. Achieving a quality, equitable basic education is not possible with the current level of investment. As it was not possible to ensure the overall development of the country without education, the government should increase education allocation.

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The writer is Deputy Director, Centre for Higher Studies & Research, Bangladesh University of Professionals