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Education Budget in Bangladesh: an analysis of trends, gaps and priorities

Education-Budget-in-Bangladesh---coverBangladesh has made impressive progress in terms of addressing inequities in schooling enrolment and as regards some of the learning outcomes. This is particularly reflected in Bangladesh’s Millennium Development Goal (MDG) outcomes. However, this progress needs to be consolidated and further strengthened in view of a number of unfinished agendas and emerging challenges. Success attained in horizontal access to educational opportunities itself has brought to the fore increasing concerns regarding quality of education, learning outcomes, equity, and relevance of the learning content, from the point of view of skills and capacity building of learners. Indeed, ensuring equal access to quality education at all levels for all is a commitment which has been reaffirmed in both the Seventh Five Year Plan (7FYP) and the 2030 Agenda for Sustainable Development. From the vantage point of addressing these challenges, the national budget is a powerful tool and it is reckoned that if properly deployed, the budget could play a critically important role in achieving the relevant results and targets concerning education in Bangladesh.

The present study has made an attempt to analyse the current trends in education finance in Bangladesh, and examine and assess whether the level of finance is adequate to fulfill the national commitments to ensure quality education for all. With a view to assess the trends in national budget for education in Bangladesh, the study has followed a derived analytical framework. The budgetary allocation for education in Bangladesh has been examined from a number of angles: in terms of adequacy of resources from the perspective of allocation of finance and sources of financing; distribution of resources focusing on quality and equity in distribution; utilisation of resources from the point of view of efficiency and governance of resources allocated for education. In this connection, the study has made use of both primary and secondary data and information. Relevant national and international literature, including contributions of both CPD and CAMPE on relevant issues, have complemented the analysis undertaken for the study. As may be recalled, CAMPE had earlier organised public hearings on education budget, in partnership with Channel i, in six divisions of the country which were participated by about thirty three thousand people. Proceedings of these meetings and their recommendations have also informed this study.

 

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 Authors: Mustafizur Rahman, Towfiqul Islam Khan and Mostafa Amir Sabbih 
 Editors: Manzoor Ahmed, Rasheda K. Choudhury and Mostafizur Rahaman 
 Publishers: Campaign for Popular Education (CAMPE) and Centre for Policy Dialogue (CPD)

Publication period: June 2016

ISBN: 978-984-34-0850-1

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One comment

  1. Sir,

    Female education has improved in terms of enrollment in from primary school to other higher levels. Entering in to job or self economic business has not improved at that rate. One reason is the limited capacity of the public sector in creating new jobs. Other reason is more weighty. Private sector’s capacity is also limited and they like boys than girls because of their nature of actions. Rate of entering of girls in to private jobs is too scanty. Educated female persons are raising the rate of unemployment. Unemployment status of a girl is more unfavorable than that of a boy as because the society as a whole is less friendly to unemployed girls. Unemployed girls face complex social adversities. Should special attention in creating job or opening easy opportunity of self enterprise is not given to, the very improvement in female education itself will come as a new tension in the social order and that will bring more complexity than that in lower rate of female education.

    May you present an analysis on the behavior of private sector in relation wit offering jobs to new educated females?

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