ONCE again, the proposed national budget for FY2025–26 has laid bare the government’s continued reluctance to prioritise education, despite repeated promises of reform.
While the education budget has nominally increased by Tk 932 crore, the sector’s share in GDP has dropped for the sixth consecutive year, falling to a mere 1.53 per cent from last year’s 1.69 per cent.
This steady decline paints a troubling picture for a nation that aspires to build a knowledge-based economy.
The budget’s allocation pattern raises serious concerns. While the Secondary and Higher Education Division and the Technical and Madrassah Education Division have seen increases, funding for the Ministry of Primary and Mass Education has been slashed by Tk 3,416 crore.
This reduction undermines the very foundation of the education system — early learning—at a time when global best practices advocate for stronger investment in primary education as the bedrock of future progress.
Educationists have rightly criticised the proposed budget as “traditional” and “old-fashioned”.
Professor Emeritus Manzoor Ahmed of BRAC University aptly noted that prioritising madrassah education at the expense of primary schooling sends the wrong message about the government’s long-term educational goals. Such decisions risk widening the gap in educational equity and quality.
The government’s rhetorical emphasis on science, technology, and employment-oriented education is not matched by the necessary budgetary commitment.
With 18.8 per cent of the development budget allocated under the education and technology heading, there appears to be some attention to innovation.
However, as Mostafizur Rahaman from the Campaign for Popular Education points out, most of the budget will go towards salaries and non-development expenses.
Without increased funding for teacher training, curriculum development, and school infrastructure, systemic improvement will remain elusive.
What Bangladesh needs is not a mere increase in the education budget, but a strategic reallocation that reflects both urgency and vision.
The demand for allocating at least 4 per cent of GDP to education is not a fanciful ideal — it is a practical necessity if the country is to meet its development goals and equip future generations for a competitive global landscape.
The government must demonstrate a genuine political will to act beyond mere ceremonial commitments. Anything less is a betrayal of our youth and their right to quality education.
