Report on Primary School Dropout Rates in Bangladesh and Implications for Sustainable Development Goals

Executive Summary: A Setback for SDG 4 (Quality Education)

Recent data indicates a reversal in Bangladesh’s progress towards achieving Sustainable Development Goal 4 (Quality Education). After a decade of consistent improvement, which saw the primary school dropout rate fall from 39.8% in 2010 to 13.15% in 2023, the rate surged to 16.25% in 2024. This regression poses a significant threat to the national commitment to ensure inclusive and equitable quality education for all. The analysis reveals that this national average conceals severe regional disparities, pointing to systemic issues that require urgent policy intervention.

Regional Disparities: A Challenge to SDG 10 (Reduced Inequalities)

The national dropout rate is distorted by alarmingly high figures in specific districts, highlighting a critical challenge to SDG 10 (Reduced Inequalities). These “poverty pockets” demonstrate a profound lack of equitable access to education.

• Netrokona District: The dropout rate is over 44%, meaning nearly half of all primary students do not complete their education.
• Mymensingh Division: All four districts (Netrokona, Mymensingh, Sherpur, and Jamalpur) report high dropout rates, ranging from 32% to 44%.
• Other High-Incidence Districts: At least nine other districts report rates where nearly one-third of students leave primary school prematurely.

1. Nilphamari: 38.71%
2. Mymensingh: 36%
3. Gaibandha: 35%
4. Sherpur: 35%
5. Sunamganj: 34.24%
6. Patuakhali: ~32%
7. Jamalpur: ~32%
8. Kurigram: ~32%
9. Lalmonirhat: ~32%

This concentration of educational disadvantage in specific regions underscores the interconnectedness of poverty, inequality, and educational attainment, directly impacting the targets of both SDG 4 and SDG 10.

Causal Factors Impeding SDG Progress

Several interconnected factors are driving the increase in school dropouts, undermining progress across multiple SDGs, including SDG 1 (No Poverty), SDG 2 (Zero Hunger), and SDG 8 (Decent Work and Economic Growth).

Poverty and Economic Hardship (SDG 1)

• A recent survey by the Power and Participation Research Centre (PPRC) indicates a significant rise in poverty, with the rate increasing from 18.7% in 2022 to nearly 28%. Extreme poverty has also risen to 9.35%.
• High inflation and job scarcity force households to allocate 55% of their expenditure to food, compelling families to prioritize immediate income over long-term educational investment. This directly contributes to child labor, a violation of SDG Target 8.7.

Suspension of School Feeding Programs (SDG 2)

• Government assessments confirm that the closure of school feeding programs has led to decreased enrollment among students from low-income families.
• For many vulnerable households, a free daily meal served as a primary incentive for school attendance. Its absence exacerbates food insecurity and removes a critical support system, hindering progress towards SDG 2 (Zero Hunger).

Gender Dimensions and Systemic Deficiencies (SDG 4 & SDG 5)

• Gender Disparity: The dropout rate for boys is over 19%, nearly six percentage points higher than for girls. This suggests that in conditions of extreme poverty, families are more likely to send boys into the workforce to support household income, a nuanced challenge related to SDG 5 (Gender Equality).
• Infrastructural Weaknesses: Systemic issues within the education system impede the delivery of quality education. Nearly half of state-run primary schools lack a head teacher, and 79.4% operate on a double-shift system, which limits classroom time and academic quality, making students more vulnerable to dropping out.

Policy Recommendations for SDG Attainment

To reverse the current trend and realign with the 2030 Agenda for Sustainable Development, targeted and urgent interventions are required.

1. Targeted Economic Support: Address the root cause of poverty (SDG 1) in the 10 most-affected districts through enhanced social safety nets and financial support for vulnerable families to reduce the economic pressure that leads to child labor.
2. Reintroduction of School Feeding Programs: A full-scale reintroduction of school feeding programs is essential to combat hunger (SDG 2), improve nutrition, and boost school enrollment and retention, thereby directly supporting SDG 4.
3. Investment in Educational Infrastructure: Increase investment in primary education to address systemic weaknesses. This includes appointing head teachers, improving school facilities, and phasing out the double-shift system to enhance the quality of education as mandated by SDG 4.

Analysis of SDGs, Targets, and Indicators

1. Which SDGs are addressed or connected to the issues highlighted in the article?

• SDG 4: Quality Education

  The core theme of the article is the rising primary school dropout rate in Bangladesh. It discusses the reversal of a decade-long trend of improvement in primary education, focusing on completion rates and access to quality learning environments. The article details how nearly half of state-run primary schools lack head teachers and many operate in double shifts, which directly impacts the quality of education provided.

• SDG 1: No Poverty

  The article explicitly identifies poverty as a primary driver of the increase in school dropouts. It cites a recent survey showing a significant rise in both the national poverty rate (from 18.7% to 28%) and extreme poverty (from 5.6% to 9.35%). The analysis connects this economic hardship directly to families’ decisions to pull children out of school to engage in labour, highlighting the conflict between immediate economic needs and long-term educational goals.

• SDG 2: Zero Hunger

  The article links food insecurity to declining school enrollment. It states that the closure and inconsistent implementation of school feeding programs have negatively impacted enrollment, especially among poor students. For many low-income families, a free daily meal was a major incentive for sending children to school. The article also notes that 55% of household expenditure now goes to food, underscoring the pressure of food costs on families.

• SDG 5: Gender Equality

  A specific gender dimension to the dropout issue is highlighted. The government’s assessment found that the dropout rate for boys (over 19%) is significantly higher than for girls. The article suggests this is because families in “abject poverty tend to send boys rather than girls to work in order to support family livelihoods,” revealing gender-based roles and economic pressures that affect educational opportunities differently for boys and girls.

2. What specific targets under those SDGs can be identified based on the article’s content?

1. SDG 4: Quality Education
   • Target 4.1: By 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education.

     The article’s entire focus is on the failure to retain students through the primary level. The national dropout rate of 16.25% and district-specific rates as high as 44% in Netrokona directly contradict the goal of ensuring all children complete primary education.

2. SDG 1: No Poverty
   • Target 1.2: By 2030, reduce at least by half the proportion of men, women and children of all ages living in poverty in all its dimensions according to national definitions.

     The article points to a reversal of progress on this target, citing a study that found the poverty rate increased from 18.7% in 2022 to nearly 28%. This rising poverty is presented as the main cause for the increase in school dropouts, directly linking the failure to reduce poverty with negative educational outcomes.

3. SDG 2: Zero Hunger
   • Target 2.1: By 2030, end hunger and ensure access by all people, in particular the poor and people in vulnerable situations… to safe, nutritious and sufficient food all year round.

     The article connects this target to education by highlighting the impact of closing school feeding programs. The removal of this support system, which provided a key meal for children from food-insecure households, is cited as a direct cause for declining enrollment and attendance, implying a struggle for access to sufficient food among these families.

4. SDG 5: Gender Equality
   • Target 5.4: Recognize and value unpaid care and domestic work through the provision of public services, infrastructure and social protection policies…

     While not a perfect fit, the article’s finding that boys are more likely to be pulled from school to work reflects deeply ingrained gender roles about economic responsibility. This situation points to a need for social protection policies (like stipends and school meals) that can alleviate economic pressures on families, thereby preventing gender-differentiated impacts on education. The higher dropout rate for boys (over 19%) is a clear indicator of a gender-specific vulnerability linked to poverty.

3. Are there any indicators mentioned or implied in the article that can be used to measure progress towards the identified targets?

1. For SDG 4 (Quality Education)
   • Primary school dropout rate: The article provides explicit figures for this indicator, stating the national average rose to 16.25% in 2024 from 13.15% in 2023. It also gives district-level data (e.g., Netrokona over 44%).
   • Gender-disaggregated dropout rate: The article specifies the dropout rate for boys is over 19%, nearly six points higher than for girls, serving as a direct indicator for measuring gender disparities in education completion.
   • Proportion of schools with essential services/staff: The article implies this indicator by stating that “nearly half of state-run primary schools are operating without head teachers” and 79.4% operate in double shifts, which are metrics for educational quality.
2. For SDG 1 (No Poverty)
   • Proportion of population below the national poverty line: The article explicitly cites this indicator, noting an increase from 18.7% in 2022 to nearly 28%.
   • Proportion of population below the international poverty line (extreme poverty): This is also directly mentioned, with the rate rising from 5.6% to 9.35%.
3. For SDG 2 (Zero Hunger)
   • Prevalence of school feeding programs: The article discusses the “closure of school feeding programs” and “repeated changes” to them, implying that the existence and consistency of these programs is a key measure of support for vulnerable students.
   • Proportion of income spent on food: The article mentions that “55% of household expenditure now going to food,” which serves as an indicator of food insecurity and economic pressure on households.

4. Summary Table of SDGs, Targets, and Indicators

Source: dhakatribune.com