Problems in Primary and Secondary Education System in Bangladesh

Introduction: We know that the education in Bangladesh is highly financed and has been given the highest importance to the education sector to ensure education for all. A large section of the country’s national budget is set aside to promote education and make it more accessible.

Bangladeshi Primary Education: According to the Directorate of Primary Education (DPE). There are a total of 37,672 government primary schools in the country with an estimated 10.7 million primary school aged children (6 to10 years).

Bangladesh has made a remarkable progress in expanding the primary education.  But our education system is not yet pro-poor and the quality and curriculum do not effectively serve the goals of human development and poverty eradication.

Several Problems in Education System of Bangladesh

Lack of skilled school teachers,

Burden of excess curriculum,


Poor school attendance,

Grading system,

High cost of education,

Creative system of education,

PEC and JSC examinations


Introduction of Creative Education Method: A creative curriculum has been introduced in primary and secondary education sectors from 2009 but the teachers are not capable enough to carry out the plan. Around 41 per cent high schools of our country cannot prepare creative questions. 55 per cent teachers of primary schools do not understand creative system.  Even about half of the teachers rely on guidebooks to prepare lessons.


Students’ Dependence

Almost 90 per cent students are dependent on guidebooks, private tutors and coaching centers specifically for the PSC and JSC examinees to understand their lessons.

Teachers’ Dependence

The schools also prepare the question papers for half-yearly, yearly and test exams following guidebooks which have become the principal instrument for studying to most students, school teachers, private tutors and coaching centers

Now, coaching- guide-notebook culture has been the unavoidable part of our education.

Focusing on A+

At present our learners are aimed to secure a particular grade (A+). They do not focus on gaining knowledge.

Traditional Teachers: Our traditional primary, secondary and higher secondary studies are not producing quality or skilled persons to climb the ladder of poverty.

Shortage of Headmaster: Department of Primary Education (DPE) figures show that at present a total of 6,300 primary schools around the country do not have a headmaster.

Shortage of Teachers: The minimum international standard for teacher- student ratio is 30: 1 but in Bangladesh there is one teacher for every 53 students.

Lack of qualified teachers: Lack of qualified teachers and poor school facilities in terms of the number of schools, classrooms, libraries and playgrounds are responsible for poor quality education at primary schools.

Infrastructural problem

i) Class rooms are too large

ii) Lack of electricity and lighting system

iii) No Internet and Multimedia   

Curriculum System:
Our secondary and higher secondary curriculum doesn’t reflect job-oriented syllabuses.

A report shows that

In 2013, a total of 10, 02,496 students participated in H.S.C Exam from different boards and among them 744,891 students came out successful. After SSC and HSC, research shows that 35 to 40 percent of the students in our country have no scope of enrolling themselves to colleges or public universities.

Thus the main objective of Education is disrupting and we are lagging behind.

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