Can the budget finally put education right?

One of the key features of the proposed national budget for the fiscal year 2026-27 is the strong emphasis placed on the education sector. Long neglected in terms of public investment, education has received a significant boost, both in absolute terms and as a share of gross domestic product (GDP). The government has allocated Tk 1.37 trillion to the sector, which is 14.56 per cent of the total budget and 2 per cent of GDP. This is the highest-ever allocation for education as a share of GDP. The government has also announced plans to gradually raise education spending to 5 per cent of GDP, in line with global best practices.
The increase deserves commendation, as it responds to a long-standing demand for greater investment in a sector critical to human development. However, while the enhanced allocation is undoubtedly a positive step, experience suggests that bigger budgets alone do not guarantee better outcomes. The real test will lie in how effectively these funds are utilised and whether they translate into meaningful improvements in the quality of education and development of a skilled workforce.
For decades, Bangladesh's education landscape has been characterised by expanding access but declining quality. Schools, colleges and universities have multiplied across the country, enrolment rates have risen steadily, and the number of students obtaining top academic results has grown dramatically. But one uncomfortable question has remained unanswered: what exactly is the outcome?
Despite the proliferation of degrees and academic credentials, employability, industry readiness, and practical skills continue to lag behind expectations. More than two million educated young people enter the labour market every year, many of them discovering that their qualifications do not match employers' needs. Graduate unemployment and underemployment remain alarmingly high, highlighting a disconnect between the education system and the demands of a rapidly changing economy. While this mismatch has long been a subject of discussion, meaningful efforts to address it have been few and far between.
The proposed national budget for fiscal year 2026-27, presented by Finance Minister Amir Khasru Mahmud Chowdhury, appears to address these challenges head on. The agenda outlined in the budget places greater emphasis on skills, employability, and competitiveness in a globalised economy.
Among the most notable initiatives is the introduction of technical and vocational education from Grade 6, a move that could help equip students with practical skills much earlier in their academic journey. The government has also announced plans to strengthen industry-academia collaboration, expand apprenticeship and internship opportunities, and support entrepreneurship through startup development programmes.
The budget also places considerable emphasis on preparing students for a more interconnected world. In addition to Bangla and English, students will be encouraged to learn a third language, including Japanese, Korean, Mandarin, Arabic, French, or German. The provision of education loans of up to Tk1 million for students pursuing higher education in countries associated with these languages reflects an effort to link education with overseas study and employment opportunities.
Technology-enabled learning is another central pillar of the budget. Programmes such as "One Teacher, One Tab," the expansion of multimedia classrooms, and the provision of free Wi-Fi in educational institutions are intended to modernise teaching methods and improve access to digital learning resources. Complementing these initiatives are plans for a nationwide mid-day meal programme, improved sanitation facilities for female students and teachers, support for children with disabilities, and free education for girls up to the undergraduate level. Together, these measures demonstrate an attempt to combine quality enhancement with greater inclusion and equity.
Thus, Budget 2026-27 has the potential to mark an important turning point for Bangladesh's education sector, provided that the additional allocation is directed towards strengthening institutional capacity rather than expanding physical infrastructure. While access to higher education has expanded significantly with the establishment of 55 public and 115 private universities, quality has not kept pace with rising enrolments. The next phase of reform must therefore focus on enhancing quality of education, strengthening research capacity, and improving employability outcomes. If the government can successfully implement its ambitious agenda, this budget may finally begin to bridge the long-standing gap between education and employment and better prepare students for a knowledge-driven economy.

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