INTERNATIONAL JOURNAL OF BUSINESS, SOCIAL AND SCIENTIFIC RESEARCH

ISSN: 2309-7892 (Online), 2519-5530 (Print), Volume: 6, Issue: 2, Page: 19-25, January - June 2018
Review Paper

SECONDARY EDUCATION IN BANGLADESH: ISSUES AND

CHALLENGES
Md. Ashfikur Rahman1, *Bayezid Khan2 and Md. Hasan Howlader3
[Citation: Md. Ashfikur Rahman, Bayezid Khan, Md. Hasan Howlader (2018). Secondary Education in Bangladesh: Issues
and Challenges. Int. J. Bus. Soc. Sci. Res. 6(2): 19-25. Retrieve from http://www.ijbssr.com/currentissueview/14013251]

Received Date: 03/09/2017 Acceptance Date: 16/11/17 Published Date: 04/01/18

Abstract
Education is considered as one of the most important factors for the development of human
potential as well as socio-economic growth. It is also a constitutional right of citizen in
Bangladesh. The main objective of the present paper is to analyze the major issues and
challenges that thwart the success of secondary education in Bangladesh. The study follows
content analysis method of secondary research approach. The result shows an increasing
trend of net enrollment and gross enrollment ratios of both boys and girls. The dropout rate
of girls is 45.92 in the year 2015 that is also a challenge to achieve government target.
Teacher student ratio 1:41, larger classroom size (60), paucity of trained teacher (67.88%),
computer facilities (82.21%), internet connection (72.98%), electricity connection (85.38%),
multimedia facilities (71.90%). Frequent leakage of question paper, insufficiency of
secondary education institutions are the pressing challenges in secondary education sectors
of Bangladesh. The study recommends that, to achieve the targets of goal 4 of SDGs then it
should put equal emphasis on general, madrasha, vocational and technical education in
secondary level. The government should also increase the budget allocation for madrasha,
vocational and technical education, create training facilities for teachers, provide ICT
enabled infrastructures, take rigid punitive measures against question paper leakage and stop
coaching business of teachers in order to ensure that all girls and boys complete free,
equitable and quality secondary education in Bangladesh.
Key words: Bangladesh, Dropout Rate, Enrollment Ratio, Secondary Education, Sustainable
Development Goals.
Introduction
Education has long been understood as contributing to the development of human potential as well as
social growth (Dewey 1899). It has been seen as a basic human right and as an integral part of access
to political power and participation (Torres 1990). It is also widely held that education is one of the
most effective ways of addressing poverty partly through increasing productivity leading to higher
incomes for individuals and thereby reducing poverty (Shohel 2012).
Articles 15(a) and 17 of the constitution of Peoples Republic of Bangladesh have unwaveringly
emphasized to ensure education for all. To improve the standards of education, education
management, and formation of education policies at secondary, higher secondary, technical and
vocational and at tertiary levels, the Ministry of Education (MoE 2011) has the sole responsibilities.
MoE is usually doing this with utmost importance to foster the development of education sector. To
acquire the overall goals of Vision 2021, Sustainable Development Goals (SDGs) and Education for
All, government and ministry are firmly determined. As a result, the government is expanding the
budget for education and monitoring this sector.
It is known that Bangladesh is now considered to be one of the most emerging and forerunner
countries in the world for its various successes in fulfillment of MDGs in terms of reducing extreme

*Corresponding Author’s Email: bayezidkhan2050@gmail.com

1
Graduate Student, Development Studies Discipline, Khulna University, Bangladesh
2
Lecturer, Development Studies Discipline, Khulna University, Bangladesh
3
Assistant Professor, Development Studies Discipline, Khulna University, Bangladesh
Secondary Education in Bangladesh 20
poverty, achieving primary education, empowering women, reducing child mortality rate and
improving maternal health in spite of having various constraints. It seems a very significant progress;
the target of enrollment ratio of boys and girls has already crossed 1:1.12 against the actual target of
achieving the enrollment ratio of 1:1 by 2015. At the secondary level, 53.00 percent of the enrolled
students are girl, that is to say Bangladesh has achieved the Millennium Development Goals (MDGs)
before the stipulated time (BANBEIS 2015). Though, comparing to other developing countries the
overall situation of the education sector in Bangladesh is not satisfactory enough.
Secondary education creates the bridge for ensuring the regularity or continuity of further education.
Consequently, well- functioning and quality secondary education system plays as the prime supplier
of quality students for subsequent educational endeavor. In Bangladesh most of the working-class
people are from the secondary level. As well as many researchers have found that manpower which
our country exports to abroad is from the secondary level. So undoubtedly, semi-skilled and self-
employed people are the counterpart of good quality secondary education. It’s because this huge
number of secondary graduates or uncompleted graduates go into world market as semi-skilled labor.
Thus, secondary education plays an utmost role to make them as human capital.
The present study has made an attempt to sketch the overall picture of secondary education sector in
Bangladesh. To depict it the researchers have pointed out the enrollment ratio, dropout ratio, gender
gaps, male-female teacher’s ratio, divisional characteristics, budget allocation and budgetary
allocation at secondary education level. at secondary education level. It has also revealed the key
performance indicators of secondary education system.
Methodology
The present study is based on the review of secondary data to assess the current key issues, problems
and challenges of the secondary education sector in Bangladesh, collected through content analysis
method. The paper chooses substantially very important secondary education (Grades VI-XII),
because it remains between the primary and tertiary education. The main sources of data are the
published reports of Bangladesh Bureau of Statistics (BBS 2011), Bangladesh Bureau of Educational
Information and Statistics (BANBEIS) 2015, Center for Policy Dialogue (CPD) reports and
assessment 2016 (Rahman 2016), Six Five Year Plan of Bangladesh 2011-2015 (MoP 2011), World
Bank 2013 (Asadullah et al,. 2009), UNICEF 2008, 2011and 2012.The study puts emphasis on the
data of BANBEIS and BBS in the calendar year 2015 and 2016. In addition, other supplementary
data have been collected from Directorate of Secondary and Higher Education (DSHE) website. The
collected data have been analyzed through SPSS and Microsoft excel using descriptive statistics, i.e.,
frequency, mean and percentage. To show the relationship between budget allocation and enrollment
ration inferential statistical test like ANOVA test has been performed.
Findings and Discussions
Education System in Bangladesh
Bangladesh has three phases of education systems: (i) General Education (ii) Madrasa Education and
(iii) Technical and Vocational Education. Among them, the first two are alienated into primary,
secondary, and tertiary levels. Secondary education in Bangladesh is embedded with three phases:
junior secondary (grades VI-VIII), secondary (grades IX and X), and higher secondary (grades XI
and XII). Madrasha education offers the same level of education. Dakhil and Alim respectively offer
the same education that is equivalent to secondary and higher secondary level of general education
system recognized by the government of Bangladesh. As Rahman (2017), the technical and
vocational educations are also available at the secondary and higher secondary levels in vocational
and trade schools, and also in business management institutions. Most of the technical and vocational
educational institutions are privately managed. Students appear at the Secondary School Certificate
(SSC) examination at the end of grade 10, and the Higher Secondary Certificate (HSC) examination
at the end of grade 12. Secondary education (Grade 9) in both general and madrasha have introduced
different courses and curricula at an initial phase.
Management Body of Secondary Education
The Ministry of Education is the supreme organizing and managing body of Bangladesh education
system. This is regarded as to be the core authority in drafting, making and finalizing education
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Rahman et al. 21
policies. It is also responsible for planning, directing, controlling and managing the administration of
secondary, higher secondary and technical education in Bangladesh. The implementing bodies are,
however, different for secondary education, higher education, and technical education.
Secondary education management (General)
The secondary education is managed and administered by the Ministry of Education (MoE) which is
concerned with policy formulation, planning, monitoring, evaluation, and execution of plans and
programmes (Rahman 2017). Technical and madrasa education is also governed by MoE. MoE
works in association with the attached directorate and boards. The Directorate of Secondary and
Higher Education (DSHE), attached to MoE, are responsible for administration, management, and
control of post-primary, secondary and higher education (including madrasah and other special types
of education). The functions of the DSHE include recruitment, posting, transfer, promotion of
teachers and staff of government schools, colleges and madrasahs; sanctioning their leave and
pension; taking disciplinary actions; disbursement of subventions and grants to non-government
schools, colleges, and madrasahs; undertaking work regarding affiliation and managing committee
formation of non-government institutions; conducting teachers training programmes; preparing and
implementing development projects, etc. The District Education Office is responsible for the
academic supervision and regular inspection of secondary schools and madrasas, as well as the
particular inspection of newly established schools. There is also an upazila Secondary Education
Office for the monitoring of stipend programmes for girls at secondary and higher secondary levels,
academic supervision, and data collection of annual surveys conducted by BANBEIS in 2015. There
are nine Boards of Intermediate and Secondary Education for supervising SSC level public
examinations and reorganizations of private sector educational institutes.
Secondary education management (Madrasha)
Madrasha education is one of the most important sub-sectors of the education in Bangladesh. Aliya
and Qawmiare the two types of madrasah education. Where Aliya madrashas are under government
supervision and recently Qawmi madrashas has given the recognition for bringing them under
mainstream education. This sub-sector is substantially large, creating to over 3.78 million students
including primary or Ebtedayee education. Ebtedayee education which offering primary madrasha
education was 7,279 in 2000, this number has risen to 9,319 in 2015. Post-primary madrasha offer
Dakhil, Alim, Fazil and Kamil, which are equivalent to secondary, higher secondary, degree level
and masters education in the general stream. Of the 221 Kamil madrasha, only 3 are owned and
governed by the state. Among the 9,319 madrasas in Bangladesh, 9,316 are privately managed. In
6,565 Dakhil madrasha accommodating a total of 1,293,194 students of which more than 59 percent
are girls. The average number of students per institution is 197. The total number of teachers
employed is 66,801 and the average number of teachers per institution is 10, resulting in a teacher-
student ratio of 1:19 (BANBEIS 2015) as cited in (Rahman 2017).
Secondary education management (Technical and Vocational)
Bangladesh Technical Education Board (BTEB) holds the jurisdiction of organizing, supervising,
regulating, controlling, developing and executing the technical and vocational education in
Bangladesh. BTEB administers the examinations and awards the certificates and diplomas.
100
76.91 76.74 75.63 75.67 74.69 74.62
80
60
40 Male Female
23.09 23.26 24.37 24.33 25.31 25.38
20
0
2010 2011 2012 2013 2014 2015
Source: BANBEIS 2015
Figure 1: Percentage of teachers in secondary level, 2010 – 2015

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Secondary Education in Bangladesh 22
In secondary level vocational education, one or two year’s long certificate programmes are offered
from grade nine. The minimum requirement of admission in these programmes is to have SSC.
Diploma programmes are provided by the polytechnics and technical schools and colleges.
Table 1: Infrastructure and management power
Type Management Number of Number of Teachers Number of students
Institution
Total Girls ins. Total Female % of Female Total Girls %of girls
Private 16102 2432 194725 46571 23.92 8190159 4378756 53.46
Secondary Public 322 147 7646 2336 30.55 265919 130499 49.07
School
Total 16424 2579 202371 48907 54.47 8456078 4509255 102.53
School Private 997 153 20873 7195 34.47 822377 429385 52.21
and Public 11 3 531 257 48.4 16494 4723 28.63
college Total 1008 156 21404 7452 82.87 434108 434108 80.84
Private 6558 - 66376 9062 13.65 1323706 788071 59.54
Dakhil
Sub Total 6558 - 66376 9062 13.65 1323706 788071 59.54
Private 1478 - 22752 2932 12.89 469767 258044 54.93
Alim
Sub Total 1478 - 22752 2932 12.89 469767 258044 54.93
Public 252 - 4957 687 13.86 178085 29674 16.66
Technical Private 5538 - 25946 5557 21.42 694573 179200 25.80
Total 5790 - 30903 6244 20.21 872658 208874
Source: BANBEIS 2015
The above-given figure illustrates the ratio of female and male teachers in secondary level
educational institutions. It is very notable that the number of male and female teachers in secondary
educational institutions is large enough. But the numbers of male teachers are almost three times
larger than that of female teachers.
Table 2: Number of institution, student and teacher by location (Urban-Rural) till 2015
Type of Management Area Number of % of Number of Teacher Number of Student
Education Institutions Institutions Total % Female Total % of Girls
Rural 12846 79.78 144029 20.75 6183788 53.66
Private Urban 3256 20.22 50696 32.92 2006371 52.87
Total: 16102 100 194725 23.92 8190159 53.46
Rural 14 4.35 164 15.85 7058 57.76
Secondary Public Urban 308 95.65 7482 30.87 258861 48.84
School Total: 322 100 7646 30.55 265919 49.07
Rural 12860 78.3 144193 20.74 6190846 53.66
Total Urban 3564 21.7 58178 32.65 2265232 52.41
Total: 16424 100 202371 24.17 8456078 53.33
Source: BANBEIS 2015
GER% Boys GER% Girls % of GER Lower Secondary % of GER Upper secondary
NER% Boys NER% Girls
100 66.02
70 62.87 63.96
57.72 62.25
80 56.39 55.13 55.27
60 52.2 51.75 52.23 52.4 51.77

60 50
40
40
30 23.33

20 20
0 10
0
2009 2010 2011 2012 2013 2014 2015 2016
Dhaka Chittagong Rajshahi Khulna Barisal Sylhet Rangpur

Source: BANBEIS 2015 Source: BANBEIS 2012

Figure 2: Gross and net enrollment rate in Figure 3: Percent of GER by division, 2012
secondary education, 2010 – 2015
Fig. 2 depicts the gross enrollment rate (GER) of boys and girls have increased significantly over the
given period. In 2010, the gross enrollment rate of boys and girls was 49.59 percent and 62.62
percent and reached to 67.75 percent and 77.84 percent respectively in 2015.
The given bar chart (Fig. 3) has been showing the divisional characteristics of gross enrollment rate
in secondary education particularly grade 6 to 8 lower secondary and grade 9 to 10 upper secondary.
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Rahman et al. 23
The data has shown that the GER in Barisal division is in good position 66.02% in lower secondary
and 52.4% in upper secondary.
GER% Boys GER% Girls 80 Girls Boys
100
60

50 40

20

0 0
2009 2010 2011 2012 2013 2014 2015 2016 2009 2010 2011 2012 2013 2014 2015 2016
Source: BANBEIS 2015 Source: BANBEIS 2015
Figure 4: Change of enrollment ratio of boys and Figure 5: Dropout rate in secondary level,
girls, 2010-2015 2010-2015
The above line graph (Fig. 4) illustrates the gross enrollment ratio (% of GER) of girls and boys in
the secondary level in the year 2010 to 2015. It is significant that in the last six years girl’s
enrollment has always been higher in number than that of boys. Though, in 2010 the girl’s
enrollment rate was very low, but in the next five year it remained in an increasing trend.
The given figure 5 delineates the dropout rate of students in the year 2010 to 2015. In 2010 the
dropout of girls and boys was higher than any other time. However, it has gradually decreased over
the time. As of 2010, the boys’ dropout rate was higher than that of girls which was 57.29% in 2015
it came down to 35%. It has found that after 2010 boy’s dropout rate decreased but girls’ dropout rate
remains almost stagnant for the last three years.
95
26848
SSC
Dakhil
% of passes

90 SSC Voc
15540 17114
11583 13163
10850
85

80

2011-12 2012-13 2013-14 2014-15 2015-16 2016-17 2010 2012 2014 2016 2018
Year
Source: BANBEIS 2015 Source: BANBEIS 2015
Figure 6: Budget for post-primary education Figure 7: Percentage of students passed in SSC
(Taka in Crores) 2011-2016
The above graph (Fig. 6) depicts the proportion of national expenditure of Bangladesh government
especially in the secondary education sectors. In the year 2011-12the allocated amount was Tk.
10,850 crores only. Consecutively the amount is being increased comparing to the previous years.
Fig. 7 presents the summary of SSC, Vocational and Dakhil examinations result in the year of 2011
to 2016. The pattern presents that these three streams are performing well. It is very clear from the
graph that the pass rate has gradually increased than past five years. At the same time, it has shown a
decreasing trained during the 2014-’15, which is not expected. In 2014, SSC pass rate was 92.67%.
But in 2015 and 2016 there was a decreasing rate trend while the rate was 86.72 % and 88.22%
respectively. Other two streams show an increasing rate also. But they are staying comparatively
lower than mainstream education called SSC examination.
Table 3: Testing hypothesis ANOVAa
Model Sum of Squares df. Mean Square F Sig.
Regression 112.674 1 112.674 9.865 .035b
1 Residual 45.684 4 11.421
Total 158.359 5
a. Dependent Variable: Enrollment
b. Predictors: (Constant), Budget Source: BANBEIS 2015
H0: There is no significant relationship between increment of budget and increase of girls’ enrollment
H1: There is a relationship between increment of budget and increase of girls’ enrollment
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Secondary Education in Bangladesh 24
This study tested a hypothesis that there is a relationship between the allocation of budget and
increase of girls’ enrollment. To find out the relationship this study has taken last five-year allocation
of money for post-primary level, and girls’ enrollment. For 95% confidence level here, the achieving
significance level is 0.035 and degree of freedom (df,1), which is smaller than the confidence level
(.05). So then, it is decided that the increment of budget has greater responsibility to increase the
girl’s enrollment. Consequently, H1, accepted and that brings to light that there is a significant
relation between budget increment and girl's enrollment.
Table 4: Key performance indicators
Indicators % of Facilities
Teacher Student Ratio 1:41
Female Teachers 65.16
Trained Teachers 67.88
Separate Toilet Facilities for Girls 95.16
Computer Facilities 82.21
Internet Connection 72.98
Electricity Connection 85.38
Safe Drinking Water Facilities 96.51
Multimedia Facilities 71.9
Source: BANBEIS 2015
The given table illustrates the key performance indicators and facilities related to secondary
education in Bangladesh, in the year 2015. Teacher student ratio brings forth an unpleasant situation
which is figured out 1:41. But the other indicators and facilities are remarkably positive. In terms of,
safe drinking water and separate toilet facilities for girls and boys represent a great achievement
compared to other facilities. 96.51% schools have the availability of safe drinking water and 95.16%
schools have the separate toilets for girls.
Key Issues and Challenges
It is well evident that, secondary education has achieved an impressive success in enrolment, gender
parity, exam result, and the adoption of the 2010 Education Policy, but secondary education fails to
equip students with the knowledge or skills which is required for human development. According to
Rahman (2017), the main challenges and constraints on the provision of high-quality secondary
education include:
 Paucity of trained secondary school and madrasa teachers with teaching equipment;
 Relatively out dated curriculum in secondary education;
 Inadequate teacher management system for recruitment, registration, & performance evaluation;
 Lack of monetary allocation and proper utilization of fund for the education particularly for
secondary level;
 Inappropriate examination systems, which causes question paper leakage;
 Gap between rural-urban education services;
The most lamentable challenges in secondary education is coming out continuously is high dropout
rate. Though the government incentives in the terms of stipends, free textbooks, and free meal
programmes are being provided, but the dropout rate is disappointing. In addition, the secondary
education system is passing through a weak organizational and supervisory competence. It is
necessarily true that to enhance and to improve the quality of secondary education sector it requires a
well-organized definite sector management.
Recommendations
Education can open our eyes and it is regarded as the base for every development. But in some cases,
the education system in Bangladesh is not well-structured and appropriate to the economy. This is
because it cannot establish linkages between education and economic growth appropriately. This
study has recommended some important issues which have been emerged in different time by many
educationists and academicians. In order to develop this sector, the government should finalize a
unified curriculum first. Providing training for teachers and equipment for students is also a prime

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Rahman et al. 25
need. Regarding to serve and develop all those requirements related to secondary education,
government and other organizations must play their spontaneous and paramount responsibilities. In
order to ensure quality education for all some other possible recommendations which have been
emphasized in the National Education Policy of 2010, are given below.
 Facilitate teacher development training;
 Improve science, English, Mathematics and the Madrasa teaching, and the use of ICT;
 Provide teaching and learning materials that are more relevant;
 Improve examinations and assessment; and
 Strengthen sector governance and administration, which include effective planning, monitoring
and evaluation at all levels.
For wide reformation, this sector requires enhancing the monitoring and supervision capacity of
secondary educational institutions along with adequate financial support.
Conclusion
The study attempts to find out the major concerning issues and challenges related to secondary
education. After analyzing various data, it is found that a series of holistic education reforms in the
area of secondary education must be taken to implement appropriately. The government and
concerned authority should come forward to stopping all challenges related to education systems in
Bangladesh particularly for secondary education; otherwise it will go out of hand.
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