The real test of the education budget will be in the classroom

When I look at the proposed education budget for FY-2026-27, I don’t first think about allocations or percentages of GDP. I think about a teacher and their students in a rural village: whether that teacher will have the tools and training to help those children learn, thrive and contribute to Bangladesh’s future. Ultimately, every allocation must answer a simple question: will it improve learning for the child sitting in the classroom?

The country’s education sector, with nearly four crore learners and 10 lakh teachers, is set to receive its largest-ever budget allocation of Tk 136,606 crore, 14.56 percent of total spending and around 1.79 percent of GDP. More than a fiscal commitment, it reflects our aspirations for the next generation and the kind of workforce Bangladesh hopes to build. The government has also pledged to raise education spending to five percent of GDP within five years.

The budget includes several welcome initiatives: the “One Teacher, One Tab” programme, AI-enabled learning tools, expanded connectivity, technical and vocational education, and the introduction of a third global language in secondary schools. Together, they acknowledge a simple reality: tomorrow’s workforce will need skills many current jobs don’t yet require. Artificial intelligence, automation and digital technologies are already reshaping economies worldwide.

Yet, Bangladesh’s greatest education challenge is not technology; it is scale. With a population of around 17.5 crore, the country operates one of the world’s largest education systems. It educates more students than the populations of many countries often cited as education success stories. While Singapore, Estonia and South Korea offer valuable lessons, their reforms were implemented in much smaller systems. However, the experience of high-performing systems offers an important lesson. Vietnam’s experience is particularly relevant. Despite having a GDP per capita far below many OECD countries, Vietnamese students have consistently performed strongly in international assessments such as Programme for International Student Assessment (PISA), reflecting decades of investment in teacher quality and classroom instruction.

For Bangladesh, the highest-return education investment may not be in devices, buildings or connectivity, but in the capability of the teacher standing at the front of the classroom. Even small improvements in teacher effectiveness can influence millions of students. Few investments offer a greater multiplier effect. The “One Teacher, One Tab” initiative is a useful start, but its success will depend on how effectively teachers use these tools in the classroom.

Recent research by Telenor Asia found that a majority of Bangladeshis already use some form of AI in their daily lives. As AI becomes embedded in how people learn, work and access information, teachers must be equipped to guide students in using it effectively and responsibly. A national initiative for teachers’ AI literacy could help educators use AI for lesson planning, assessment and personalised learning, evaluate AI-generated content, teach critical thinking, and guide students in the ethical use of emerging technologies. High mobile phone penetration gives the country a unique opportunity to deliver continuous professional development to teachers nationwide.

Another priority is ensuring that girls remain in school and successfully transition into higher education, skills development, and employment. Bangladesh has made remarkable progress in girls’ enrolment through decades of policy commitment and targeted interventions. However, child marriage still remains a major barrier to girls’ continued education. More than half of Bangladeshi women aged 20-24 were married before turning 18, giving the country the highest rate of child marriage in Asia and one of the highest rates globally. Just 59 percent of adolescent girls complete secondary education. At the same time, the country is among a small group of countries where two percent or fewer adolescent girls and young women possess basic digital skills.

As the economy becomes more technology-driven, these statistics should concern us. Keeping girls in school and equipping them with digital, technical and AI-related skills will be critical not only for gender equality but also for economic growth. Gender-responsive budgeting must increasingly focus on not just access but outcomes as well. Every girl who stays in school, completes her education and transitions into employment strengthens the country’s economic competitiveness.

Countries that have achieved sustained educational improvement have paired investment with strong assessment systems that help policymakers understand what works. Bangladesh should begin preparing a roadmap towards international benchmarking through assessments such as PISA. Stronger national assessments and gradual benchmarking against international standards would help ensure that investments in technology, teacher development, and curriculum reform translate into measurable gains in learning.

The budget represents a significant investment in Bangladesh’s future. Its success will not be measured by the number of tablets distributed or buildings constructed. It will be measured by whether teachers are better equipped to help their students learn, whether more girls stay in school and enter the workforce, and whether those young people leave the classroom ready to contribute to the country’s economy and society, and thrive in a future increasingly shaped by technology.

Zareen Mahmud Hosein, FCA is founder of CholPori and council member at Campaign for Popular Education (CAMPE).

Views expressed in this article are the author's own. 

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