That school dropout is a major hurdle undermining the foundations of education has long been recognised. Yet, when translated into economic terms, the loss assumes an even graver significance. A recent report by the United Nations Educational, Scientific and Cultural Organisation (UNESCO) has quantified this loss in startling terms: Bangladesh could avert an economic setback equivalent to 11 per cent of its gross domestic product (GDP) if every child were to complete school. The potential benefit could rise to as much as 26 per cent of GDP if all children attained basic skills. These findings, detailed in a UNESCO's new report titled "The Price of Inaction: The Global Private, Fiscal and Social Costs of Children and Youth Not Learning," offer a grim reminder of the heavy price the country pays for neglecting its education system.
The report's key findings were shared at a roundtable discussion jointly organised by the National Academy for Educational Management (NAEM) and UNESCO, held at the Centre for Policy Dialogue (CPD) in Dhaka. Experts and education policymakers at the event underscored that political commitment and strategic investment were central to reversing the country's worrying dropout trends. They pointed to the chronic underfunding of the education sector, weak accountability and limited social awareness as the principal bottlenecks holding back progress. What emerged from the discussion was a clear message: ensuring quality education for all is not merely a moral obligation-it is an economic necessity.
The UNESCO report provides some striking numbers that place the issue in perspective. It estimates that a 1.0 per cent reduction in early school leaving could generate an economic gain of around $630 million for Bangladesh. Likewise, a 1.0 per cent decrease in the number of children lacking basic skills could yield an even higher return, estimated at $1.2 billion. Beyond monetary loss, the report identifies a range of social and human costs arising from education gaps. Young people with inadequate basic skills are found to be 55 per cent more likely to be out of employment, education, or training (NEET), and 92 per cent more likely to experience early pregnancies-both of which have long-term social and economic repercussions.
At the global level, the findings are equally alarming. The annual social cost of early school leaving amounts to $6.0 trillion, while the cost of children lacking basic skills climbs to $10 trillion. The burden is especially heavy in South and West Asia, including Bangladesh, where learning deficiencies could account for GDP losses of up to 32 per cent by 2030.
The report also highlights an often-overlooked aspect of education-socio-emotional skill development. These skills, encompassing resilience, empathy, communication and problem-solving, are strong predictors of academic success and personal well-being. The UNESCO warns that by 2030, the global GDP loss from poor socio-emotional skills alone could reach $7.0 trillion, or 19 per cent of annual output. Strengthening these skills within the education system, therefore, is not just an educational priority but a vital economic safeguard.
The message from UNESCO's findings is clear: investing in education is one of the most cost-effective strategies for accelerating economic growth and reducing inequality. According to the report, even a modest 10 per cent reduction in early school leaving and low learning levels could boost Bangladesh's GDP by 1.0-2.0 percentage points annually. The returns on educational investment-both economic and social-are thus far greater than the costs of inaction.
To capitalise on these gains, UNESCO urges governments and development partners to step up investments aligned with Sustainable Development Goal 4 (SDG 4)-ensuring inclusive and equitable quality education for all by 2030. The report recommends a set of practical interventions. These, among others, include providing 12 years of free, publicly funded, inclusive, and quality education; strengthening school infrastructure and teacher training; integrating health, mental well-being, and real-world skills into the curriculum.
Currently, Bangladesh's education indicators paint a worrying picture. Despite significant gains in enrolment, dropout rates remain unacceptably high-about 13.95 per cent in primary schools and 32.85 per cent in secondary schools. In some remote and disadvantaged areas, nearly half of all students fail to complete secondary education.
Experts at the Dhaka roundtable reiterated that the challenges are not merely financial but also structural and cultural. Education policy remains fragmented, with poor coordination between ministries and agencies. Teachers are often underpaid and insufficiently trained, while public schools struggle with outdated curricula, overcrowded classrooms and limited access to digital learning tools. Moreover, social factors-such as early marriage, child labour, and household poverty-continue to push thousands of children out of school every year.
Reversing the trend requires a whole-of-society approach. Beyond government policy and funding, communities, parents and civil society must be actively engaged in promoting the value of education. Without decisive and coordinated action, Bangladesh risks paying an ever-rising price-both economically and socially. The projected GDP losses, rising youth unemployment, and social instability are costs the country can ill afford. Ensuring that no child drops out of school, therefore, is not simply about fulfilling an education target, it is about safeguarding the nation's future prosperity.
wasiahmed.bd@gmail.com
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