07 Oct
In Bangladesh, English education has made significant strides in terms of infrastructure, with improved school facilities and access to resources. However, despite these advances, one of the major bottleneck remains in the form of inadequate teacher training and professional support systems. While much attention has been given to improving infrastructure, the quality of education is still compromised due to the lack of a robust ecosystem for English education training. This issue is even more pronounced for female teachers, who represent approximately 65.5% of the primary school workforce (World Bank, 2023). Female teachers face unique socio-cultural challenges that hinder their professional development. Balancing professional duties with care responsibilities often leaves them with little time for personal growth or to attend training programs. Moreover, local norms and family expectations often prevent them from participating in professional development opportunities, particularly those that require travel or overnight stays. As a result, Bangladesh’s full potential remains untapped, and its economic growth is restricted by these gaps in its English education system.
The Importance of Primary English Education
English is not just a subject—it is a gateway to a world of opportunities. Proficiency in English allows individuals to access better job prospects, higher salaries, and international opportunities. Countries that invest in English education, particularly in primary schools, create a highly skilled workforce capable of thriving in a global business environment. In Bangladesh, where a significant portion of the population resides in rural areas, enhancing English proficiency is not just an educational need but a crucial factor in the nation’s economic growth. To remain competitive in the global market, Bangladesh must prioritize English language education at the grassroots level, starting with primary schools.
Global Examples of Success and Growth
Singapore and South Korea provide excellent examples of how early investment in English education can lead to impressive economic and developmental growth. In Singapore, the implementation of bilingual education policies in the 1980s helped the country become a global business hub, attracting multinational corporations and fostering economic innovation. Similarly, South Korea’s emphasis on English education has been a key driver of its robust economy, particularly in technology and manufacturing sectors. These global examples highlight the importance of investing in English education, not only in terms of infrastructure but also in teacher training and support.
The State of Primary English Education in Bangladesh
While Bangladesh has made substantial progress in improving access to education through the Primary Education Development Programme (PEDP), English education remains a critical challenge. Despite infrastructure improvements, many teachers—especially in rural areas—lack the professional development needed to teach English effectively. This gap is most pronounced among female teachers, who represent around 65% of the primary school workforce, according to a World Bank study. Female teachers face additional barriers such as domestic responsibilities, socio-cultural norms, and limited access to professional development opportunities. These factors prevent them from attending training sessions, many of which are held in distant locations or require overnight stays. Consequently, female teachers often rely on outdated teaching methods like rote memorization, which limit students’ ability to master English.
In addition to these challenges, the lack of structured support from the middle tier of education administration compounds the issue. Education officers and teacher training institutes primarily focus on administrative duties, leaving teachers without the pedagogical coaching they need. Without proper guidance and follow-up, the quality of English education in rural schools remains low.
The PEDP has helped achieve near-universal enrollment and gender parity in schools, and expanded school facilities. However, despite these gains, the education system still faces several challenges. Learning outcomes remain low, particularly in literacy and numeracy, and disparities in education quality persist between urban and rural areas. Teacher shortages, especially in remote areas, and limited professional development opportunities further affect classroom effectiveness. This makes it essential to focus on improving English teacher training and middle-tier support.
The inability to provide quality English education has significant economic and developmental consequences for Bangladesh. English proficiency is directly tied to employment opportunities and higher earnings. Studies have shown that individuals with strong English skills can earn 30-50% more than their non-English-speaking counterparts. This wage premium is not just an individual benefit; it contributes to national economic growth. English proficiency enables individuals to access global markets, work with international companies, and participate in high-paying industries such as business process outsourcing, multinational corporations, and research.
Moreover, countries with higher levels of English proficiency tend to experience stronger economic growth. For Bangladesh, investing in English education at the primary level will not only equip students with the skills needed to compete globally but will also drive long-term economic development. However, without addressing the gaps in teacher training—especially for female educators—this potential will remain untapped.
The Path Forward
To address these challenges, Bangladesh must overhaul its approach to English education. The first priority should be improving teacher training programs. These programs must be accessible to teachers in rural and remote areas, with flexible schedules and delivery methods that account for local challenges. Special attention should be paid to female teachers, who often face additional barriers to professional development. Providing training opportunities that are locally accessible, and offering support mechanisms to help balance domestic responsibilities, will go a long way in closing the gender gap in English education.
Additionally, the middle tier of educational support—such as district-level education officers and teacher training institutes—must be strengthened. These actors play a crucial role in ensuring that teachers receive the guidance and feedback they need to improve their teaching methods. A well-established system of pedagogical coaching and continuous professional development should be implemented, focusing on English language instruction.
Finally, infrastructure improvements must continue, but with an emphasis on digital tools and resources that make learning and teaching English more accessible. Enhancing internet connectivity in rural schools, providing teachers with access to online resources, and offering digital training programs will help bridge the gap between urban and rural education.
Conclusion
While Bangladesh has made significant strides in improving access to education, the country still faces a major bottleneck in its English education system. This bottleneck is primarily caused by inadequate teacher training and support, especially for female teachers who face additional socio-cultural challenges. By addressing these issues, Bangladesh can unlock the potential of its youth and create a workforce that is ready to thrive in the global economy. Investing in a comprehensive and inclusive English education ecosystem, focusing on both infrastructure and teacher support, is the key to unlocking Bangladesh’s future economic success.
