Bangladesh has run numerous government programmes over recent decades to push toward full literacy and enrol all children in school. Domestic and international NGOs have added their own education drives. Yet more than 42 percent of the population remains below fifth-grade literacy, raising questions about the long-term effectiveness of these efforts.
Bureau of Non-Formal Education (BNFE) data shows that between 1990 and 2025, government launched 11 major projects to boost literacy, return dropouts to school, and expand adult education. Despite these initiatives, nearly half the population remains below primary-level education. Experts warn this shortfall hinders labour markets, productivity, adoption of modern technology, and overall economic growth. They argue that reducing illiteracy requires not just programmes, but long-term planning, increased awareness at family and community levels, and addressing the root causes of dropout.
The recently released Health and Morbidity Status Survey 2025 reports that 23.51 percent of the population has never attended school. Additionally, 18.94 percent attended primary school but did not progress further. Combined, 42.45 percent of the population remains below fifth-grade literacy. Another 22.74 percent have attained secondary-level education or higher.
The report highlights higher illiteracy among women who have never attended school, at 24.74 percent, compared with 22.23 percent of men.
Similar trends appeared in the 2022 National Census report. It showed that 25.92 percent of the population aged five and above is illiterate. The 2023 report from the Census’s Socioeconomic and Demographic Survey found that nearly one-third of residents in at least five districts are illiterate. Even in Chuadanga, declared an illiteracy-free district in the 1990s, the survey recorded over 25 percent of adults as illiterate.
Lack of proper planning and monitoring has prevented meaningful success despite multiple programmes, according to education experts. They also cite poverty as a key barrier. Professor Mohammad Ali Zinnah of Dhaka University’s Institute of Education and Research told Bonik Barta, “It’s correct that many projects have been launched in our country. But most were haphazard or driven by pressure from international agencies. Implementation faced allegations of irregularities, and monitoring was weak. Moreover, these projects rarely prioritised genuine literacy improvement or quality teaching.”
Professor Zinnah emphasised that education cannot be treated in isolation and is closely linked to economic conditions and environment. He explained, “If a family cannot guarantee two meals a day, securing education for its children requires first ensuring food. Otherwise, a child may start school but drop out soon. The family will prioritise income over education. Even if the child stays in class, their ability to focus and learn is minimal. To ensure effective and quality literacy, projects must integrate education and economic support rather than operate in isolation. Otherwise, we will launch one project after another without achieving real results.”
Surveys also show a strong link between poverty, school non-attendance, and dropout rates. BBS data indicate that illiteracy is highest in Bandarban at 34.10 percent. The Directorate of Primary Education (DPE) reports that student dropout rates in the district are also comparatively high. The General Economics Division of the Planning Commission noted in its September report, National Multidimensional Poverty Index (MPI) for Bangladesh, that Bandarban has the country’s highest poverty rate at 65.36 percent.
Experts argue that without coordinated family and school initiatives, particularly support for marginalised and impoverished communities, this situation is unlikely to improve. They also call for renewed planning focused on teachers’ training, improved school environments, and student learning outcomes.
The Ministry of Primary and Mass Education formed a nine-member advisory committee to improve the quality of primary and non-formal education and enhance educational management and infrastructure. The committee’s chair, BRAC University Emeritus Professor Dr. Manzoor Ahmed, told Bonik Barta, “In the 1990s, the country pursued strong initiatives to boost adult literacy. That effort has largely diminished. There is also doubt whether those counted as literate are genuinely functionally literate. The quality of primary education is below expectations. Overall, our literacy rate and the state of education remain unsatisfactory.”
Professor Ahmed also criticised the level of funding. “For a long time, educators have urged the government to increase scholarships and other education support. Yet effective action remains lacking. The government launches various primary education projects, but implementation and monitoring are inadequate. If we truly want to achieve full literacy and ensure quality education, the government must allocate sufficient budget and take effective measures to improve the sector,” he said.
Over the past decades, one of the main goals of projects under DPE has been to reduce dropout rates and raise quality. Directorate data show that BDT 335 billion has been spent on primary education in just the last 15 years. Yet significant numbers of students continue to drop out each year. HMSS 2025 notes that boys drop out more than girls: 18.94 percent of boys leave at the primary level, compared with 17.90 percent of girls.
BNFE Director General Debabrata Chakraborty also cites planning gaps in these projects. Speaking to Bonik Barta, he said, “The government has long worked to achieve full literacy. There have been notable achievements. But results remain below expectations. Many projects could have been more successful if planning had been stronger. We are now trying to do better.”
Chakraborty said the current focus is not just on literacy but on functional literacy. He added, “We are running programmes in several districts that combine literacy with vocational training, coordinated with technical education centres. Participants will gain both literacy and practical skills. In the future, we will launch a project called ‘Alo,’ with two components: reintegrating dropouts into schools and providing functional literacy alongside vocational training.”