In 1966, the 14th session of the General Conference of Unesco designated September 8 as International Literacy Day (ILD). This year’s theme, “Literacy for people, the planet, and prosperity,” holds significant importance for Bangladesh and South Asia. The focus on literacy skills underscores the essential role of reading and writing abilities in relation to human dignity, sustainable environmental practices, and inclusive economic advancement.
Various sources offer different literacy rates for Bangladesh, raising concerns about data reliability, estimation methodologies, and the actual impact of these statistics on people’s well-being and national progress. Recent data on adult literacy (ages 15+) varies between 74 percent and 79 percent. The 2022 Population and Housing Census reported a rate of 74.66 percent, while the World Bank estimated it at 79 percent for the same year. The Bangladesh Economic Survey 2024 found a literacy rate of 77.9 percent for the population aged 7 and above in 2025.
In addition to age variations, the self-reporting method used to assess literacy levels, where individuals declare their ability to read and write a simple sentence, raises doubts about the practical value of the published figures. Reports from the Campaign for Popular Education (CAMPE) based on “tested literacy” suggest that the functionally useful literacy rate is approximately half of the officially stated estimates.
According to the Health and Morbidity Status Survey (HMSS) released by the Bangladesh Bureau of Statistics last year, 23.5 percent of the surveyed population never attended school, while 18.9 percent received primary education but did not progress further, leaving 42.5 percent of the adult population with education levels at or below Class-5.
The Bureau of Non-Formal Education (BNFE) implemented 11 projects between 1990 and 2025 to enhance literacy levels, reintegrate dropouts into education, and expand adult learning opportunities. Notably, the Basic Literacy Programme, also known as the Total Literacy Movement (TLM), was initiated in the late 1990s, aiming to declare upazilas “illiteracy-free” without evaluating learners’ skills. Subsequent projects like the Post-Literacy and Continuing Education (PLCE), Reaching Out-of-School Children (ROSC), and Basic Education for Hard-to-Reach Working Urban Children (BEHTRWUC) targeted adolescents excluded from primary education.
Despite these efforts, a significant portion of the population still lacks formal education, with nearly half having primary education or below, and a large percentage not achieving functional literacy and numeracy skills.
Millions of adults and out-of-school youth face challenges adapting to evolving job markets and climate changes due to inadequate literacy and numeracy skills. Encouraging lifelong learning involves considering reading, writing, and arithmetic as a continual foundation that evolves with individuals throughout their lives.
In light of current circumstances, leveraging technology can transform how foundational skills are taught, transitioning from traditional classrooms to more flexible learning environments.
With extensive smartphone and internet access in Bangladesh, repurposing mobile devices for enhanced learning has proven successful. Literacy programs could utilize gamified apps teaching Bangla phonics and practical calculations through interfaces already familiar to users. Digital literacy initiatives could integrate reading and arithmetic with activities like mobile financial transactions, agricultural tools, and government services. Distributing high-quality audio and video lessons via cloud-based platforms could support both adults and children, complementing the efforts of school teachers and community facilitators.
To adopt a technology-driven approach to lifelong learning, four key measures could be implemented:
Firstly, offering subsidized smartphones with pre-loaded educational apps for low-income learners through partnerships with mobile network operators.
Secondly, introducing micro-credentialing systems for learners, breaking down education into manageable milestones and linking completion to benefits like micro-loans or government grants.
Thirdly, establishing a network of smart Community Learning Centres (CLCs) equipped with digital resources to facilitate peer-led learning in rural areas.
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