Saturday, 01 November, 2025
The recently released Bangladesh Education Statistics 2024 by BANBEIS presents a troubling picture for the nation’s future. Over the past few years, enrolment in general education—from secondary schools to colleges—has been steadily declining, while madrassah enrolment has continued to rise. This trend is more than a statistical anomaly; it is a cautionary signal that demands urgent attention from policymakers and education authorities.
According to BANBEIS, the number of students in secondary schools has fallen from 1,02,52,126 in 2020 to 90,63,422 in 2024. College enrolment has also declined, albeit at a slower pace, while madrassah enrolment—from dakhil to kamil—has grown from 25,53,439 to 27,96,191 in the same period. The pressing question is: why are families increasingly opting for madrassahs over mainstream schools and colleges?
Experts point to several intertwined factors. Poverty remains the most immediate driver. BRAC University Professor Emeritus Manzoor Ahmed notes that general education is far more expensive than madrassah education, making it increasingly inaccessible for low- and even middle-income families. The World Bank reports that Bangladesh’s poverty rate rose to 21.2% in FY 2024–25, and local think tanks suggest it may have reached nearly 28% in 2025. Rising financial pressure forces families either to choose the more affordable madrassah system or to pull children into the workforce to supplement household income.
The Covid-19 pandemic exacerbated the problem. School closures in 2020 compelled parents to seek alternatives, and many madrassahs remained operational, providing continuity of education when mainstream institutions were shuttered. This period also revealed a vulnerability in the general education system: families seeking stability and certainty gravitated toward institutions that could remain open and maintain instruction.
Economic factors, however, are only part of the story. Social and political dimensions have further reinforced the trend toward madrassahs. Educationists, including Professor Md Fazlur Rahman of Dhaka University, argue that madrassah-oriented philosophies have been increasingly promoted in politics, influencing parental choices, particularly in rural areas. This influence is closely linked to policies implemented during the tenure of ousted Prime Minister Sheikh Hasina, which, intentionally or not, favored madrassah students.
Under Hasina’s administration, several initiatives increased the attractiveness of madrassah education. Subsidies for madrassahs were expanded, stipends for madrassah students were increased, and government recognition was extended to certain madrassah curricula at higher education levels. While these policies were publicly framed as supporting religious education and integrating it with mainstream academic recognition, they also created a strong incentive for parents to choose madrassahs over general schools. Political considerations—particularly the alignment of madrassah support with certain voter bases—amplified these effects, indirectly contributing to the decline of mainstream education enrolment.
While madrassahs play a vital role in religious and moral instruction, over-reliance on them at the expense of general education carries significant risks. Mainstream education equips students with critical skills in science, technology, mathematics, and the humanities—areas essential for innovation, economic growth, and global competitiveness. A declining base in general education threatens to weaken Bangladesh’s future workforce and undermine its ability to compete in an increasingly knowledge-driven global economy.
This trend raises urgent questions about the balance between political expediency and national development priorities. Policies that favour madrassahs for political reasons, without addressing the broader implications for workforce readiness and economic competitiveness, risk compromising long-term national growth. Education must be seen not merely as a tool for political patronage or religious instruction but as the foundation for sustainable national development.
Authorities must act immediately and comprehensively. Reducing the cost burden of general education through scholarships, financial aid, and free textbooks can help retain students in mainstream schools. Strengthening school infrastructure, enhancing teacher quality, and promoting public awareness about the long-term benefits of holistic education are equally essential. Policymakers must also address the socio-political factors influencing parental choices and ensure that educational policies promote inclusivity, opportunity, and balanced development.
The implications of ignoring this shift are profound. In a globalised world where nations compete on knowledge, innovation, and skills, a declining base in general education could slow Bangladesh’s socio-economic development, weaken its competitive edge, and limit the country’s ability to participate in high-value sectors. At the same time, a thriving madrassah system can complement general education by providing moral and religious grounding, but it cannot substitute for the broad-based competencies required in science, technology, and business.
Bangladesh stands at a critical juncture in shaping its human capital and securing its place in the globalised world. A thriving general education system, complemented by religious and moral instruction in madrassahs, can produce a balanced, skilled, and adaptable generation. Achieving this balance will require not only financial and structural reforms but also a careful recalibration of education policies that have historically favored madrassahs for political considerations.
The rising poverty rate adds urgency to this challenge. With the World Bank reporting a poverty rate of 21.2% in FY 2024–25, and some local analyses suggesting it may have reached 28%, families are forced to consider affordability first. Policymakers must ensure that general education is not priced out of reach for the majority, while maintaining support for religious education in ways that do not compromise the nation’s broader developmental goals.
Bangladesh’s growth and global standing hinge on the education of its youth. Ignoring the shift from general education to madrassahs is not an option. The trend is an alarm bell that demands immediate attention. By ensuring equitable access to high-quality mainstream education, addressing socio-economic barriers, and carefully aligning political decisions with developmental priorities, the country can safeguard its human capital while preparing its youth to meet the challenges and opportunities of the 21st century.
In short, Bangladesh’s future depends on a balanced approach: one that values religious instruction but does not allow it to undermine the critical foundation provided by general education. The nation cannot afford to compromise its knowledge base while the world accelerates in innovation, technology, and economic competitiveness. Urgent, strategic, and politically courageous action is required to reverse this alarming trend.
Comments
The recently released Bangladesh Education Statistics 2024 by BANBEIS presents a troubling picture for the nation’s future. Over the past few years, enrolment in general education—from secondary schools to colleges—has been steadily declining, while madrassah enrolment has continued to rise. This trend is more than a statistical anomaly; it is a cautionary signal that demands urgent attention from policymakers and education authorities.
According to BANBEIS, the number of students in secondary schools has fallen from 1,02,52,126 in 2020 to 90,63,422 in 2024. College enrolment has also declined, albeit at a slower pace, while madrassah enrolment—from dakhil to kamil—has grown from 25,53,439 to 27,96,191 in the same period. The pressing question is: why are families increasingly opting for madrassahs over mainstream schools and colleges?
Experts point to several intertwined factors. Poverty remains the most immediate driver. BRAC University Professor Emeritus Manzoor Ahmed notes that general education is far more expensive than madrassah education, making it increasingly inaccessible for low- and even middle-income families. The World Bank reports that Bangladesh’s poverty rate rose to 21.2% in FY 2024–25, and local think tanks suggest it may have reached nearly 28% in 2025. Rising financial pressure forces families either to choose the more affordable madrassah system or to pull children into the workforce to supplement household income.
The Covid-19 pandemic exacerbated the problem. School closures in 2020 compelled parents to seek alternatives, and many madrassahs remained operational, providing continuity of education when mainstream institutions were shuttered. This period also revealed a vulnerability in the general education system: families seeking stability and certainty gravitated toward institutions that could remain open and maintain instruction.
Economic factors, however, are only part of the story. Social and political dimensions have further reinforced the trend toward madrassahs. Educationists, including Professor Md Fazlur Rahman of Dhaka University, argue that madrassah-oriented philosophies have been increasingly promoted in politics, influencing parental choices, particularly in rural areas. This influence is closely linked to policies implemented during the tenure of ousted Prime Minister Sheikh Hasina, which, intentionally or not, favored madrassah students.
Under Hasina’s administration, several initiatives increased the attractiveness of madrassah education. Subsidies for madrassahs were expanded, stipends for madrassah students were increased, and government recognition was extended to certain madrassah curricula at higher education levels. While these policies were publicly framed as supporting religious education and integrating it with mainstream academic recognition, they also created a strong incentive for parents to choose madrassahs over general schools. Political considerations—particularly the alignment of madrassah support with certain voter bases—amplified these effects, indirectly contributing to the decline of mainstream education enrolment.
While madrassahs play a vital role in religious and moral instruction, over-reliance on them at the expense of general education carries significant risks. Mainstream education equips students with critical skills in science, technology, mathematics, and the humanities—areas essential for innovation, economic growth, and global competitiveness. A declining base in general education threatens to weaken Bangladesh’s future workforce and undermine its ability to compete in an increasingly knowledge-driven global economy.
This trend raises urgent questions about the balance between political expediency and national development priorities. Policies that favour madrassahs for political reasons, without addressing the broader implications for workforce readiness and economic competitiveness, risk compromising long-term national growth. Education must be seen not merely as a tool for political patronage or religious instruction but as the foundation for sustainable national development.
Authorities must act immediately and comprehensively. Reducing the cost burden of general education through scholarships, financial aid, and free textbooks can help retain students in mainstream schools. Strengthening school infrastructure, enhancing teacher quality, and promoting public awareness about the long-term benefits of holistic education are equally essential. Policymakers must also address the socio-political factors influencing parental choices and ensure that educational policies promote inclusivity, opportunity, and balanced development.
The implications of ignoring this shift are profound. In a globalised world where nations compete on knowledge, innovation, and skills, a declining base in general education could slow Bangladesh’s socio-economic development, weaken its competitive edge, and limit the country’s ability to participate in high-value sectors. At the same time, a thriving madrassah system can complement general education by providing moral and religious grounding, but it cannot substitute for the broad-based competencies required in science, technology, and business.
Bangladesh stands at a critical juncture in shaping its human capital and securing its place in the globalised world. A thriving general education system, complemented by religious and moral instruction in madrassahs, can produce a balanced, skilled, and adaptable generation. Achieving this balance will require not only financial and structural reforms but also a careful recalibration of education policies that have historically favored madrassahs for political considerations.
The rising poverty rate adds urgency to this challenge. With the World Bank reporting a poverty rate of 21.2% in FY 2024–25, and some local analyses suggesting it may have reached 28%, families are forced to consider affordability first. Policymakers must ensure that general education is not priced out of reach for the majority, while maintaining support for religious education in ways that do not compromise the nation’s broader developmental goals.
Bangladesh’s growth and global standing hinge on the education of its youth. Ignoring the shift from general education to madrassahs is not an option. The trend is an alarm bell that demands immediate attention. By ensuring equitable access to high-quality mainstream education, addressing socio-economic barriers, and carefully aligning political decisions with developmental priorities, the country can safeguard its human capital while preparing its youth to meet the challenges and opportunities of the 21st century.
In short, Bangladesh’s future depends on a balanced approach: one that values religious instruction but does not allow it to undermine the critical foundation provided by general education. The nation cannot afford to compromise its knowledge base while the world accelerates in innovation, technology, and economic competitiveness. Urgent, strategic, and politically courageous action is required to reverse this alarming trend.
Comments
