FROM PAGE 12

identify and address students’ learning gaps at the start of secondary school.

The Learning Enhancement Strategy (LES) intervention was piloted in 24 secondary schools across five divisions, representing diverse geographic contexts.

The pilot schools were already being followed longitudinally from 2023 to 2025 as part of the trial.

Baseline assessments of Grade 6 students -- the entry level of secondary education in Bangladesh -- conducted in early 2024 and early 2025 for the LES confirmed findings from national assessments showing that students entering secondary school are performing well below the competency levels expected after completing primary education.

The assessments in the 24 pilot schools found that 91 percent of students were unable to answer even half of the Grade 5 mathematics questions correctly, while 65 percent failed to do so in Bangla. The study said these severe foundational skill gaps limit students’ ability to access grade-level learning.

Speaking at the unveiling, Primary and Mass Education Minister ANM Ehsanul Hoque Milon expressed frustration over students’ competency levels despite massive investments in primary education.

“We all know the problems. The real question is how we are solving them,” said Milon, who also serves as education minister, stressing that the responsibility lies not only with teachers but also with policymakers, field officials, and the education administration.

He said the government is prioritising education with record investments.

The Fifth Primary Education Development Programme involves nearly Tk 51,000 crore, while the previous programme cost around Tk 32,000 crore. “After spending so much money, who will answer for where we stand today?” he asked.

Emphasising the need to ensure a joyful learning environment for children, he said, “The government wants to advance education under the concept of ‘learning with happiness’.”

Prime Minister’s Adviser on Education Mahdi Amin stressed that the system must move beyond certificate-based learning to focus on skills, values, and real-life applicability. “The government aims to implement education policies based on research and stakeholder input.”

Amin also underscored the importance of moving away from rote learning towards participatory and creative methods, adding that the government would work to reduce rural-urban disparities in this regard.

UNICEF Representative in Bangladesh Stanley Gwavuya said improving education does not depend solely on policy formulation.

“Its true success lies in effective implementation. Student-centred teaching, practical teacher training, parental trust, and curricula aligned with real-life needs can significantly improve learning outcomes.”