Why Bangladesh Needs a Fairer School Admission Framework

Published on: June 3, 2026

The government recently announced that it will review the existing lottery-based school admission system and gather public opinion before finalising policies for the January 2027 academic session. Much of the debate has centred on whether admission tests at such a tender age create undue mental pressure on children. However, the issue extends far beyond examinations or lotteries. At its core, the discussion has exposed the fragile and uneven foundation of pre-primary education in Bangladesh and the broader inequalities embedded within the country's school admission system.

According to Iqbal Bahar Chowdhury, president of the Bangladesh Kindergarten School and College Oikya Parishad, nearly 60,000 kindergarten institutions operate across the country with around one million teachers. Yet the concept of kindergarten in Bangladesh differs significantly from global standards of early childhood education. Most institutions function as privately operated primary schools that depend heavily on tuition fees to survive. More than 90 percent of these schools operate from rented buildings and many continue to struggle financially after the Covid-19 pandemic. Consequently, the debate over admissions cannot be separated from the realities of how early childhood education is structured and financed in Bangladesh.

The importance of quality pre-primary education in children's cognitive and social development has long been recognised worldwide. A substantial body of international research has consistently shown that early childhood education strengthens literacy and learning skills, improves social adjustment and contributes to better long-term educational outcomes. Children who receive quality early learning opportunities are generally better prepared for formal schooling and less likely to experience academic difficulties later in life. These findings underscore that access to quality pre-primary education is not merely an educational concern but also a matter of long-term social equity. Yet despite repeated policy commitments, Bangladesh has not fully integrated pre-primary education into a universal and structured framework.

Article 17 of the Constitution of Bangladesh promises free and compulsory education through a “uniform, mass-oriented and universal” system. However, the article remains part of the Fundamental Principles of State Policy rather than a directly enforceable constitutional right under Article 8(2). As a result, the constitutional promise often functions more as a guiding principle than a legally enforceable guarantee. This institutional weakness has contributed to the development of deep disparities between reputed urban schools and ordinary institutions, creating intense competition among parents seeking quality education for their children.

Before the introduction of the lottery system, admission coaching centres had become a major commercial industry, particularly in urban areas. Wealthier families invested heavily in admission preparation while children from lower-income backgrounds struggled to compete. Allegations of donations, influence and irregularities in admissions became widespread. In 2018, then Education Minister Nurul Islam Nahid stated in Parliament that admission to Class One in reputed schools could cost as much as Tk 10 lakh. The lottery system was introduced partly to address these forms of commercialisation and reduce the unhealthy competition surrounding admissions.

Although imperfect, the lottery system created at least some opportunity for students from disadvantaged backgrounds to gain access to reputed schools without depending entirely on expensive coaching or social influence. Many educationists and policy analysts have therefore expressed concern over any abrupt return to admission tests. They argue that reintroducing examinations for six-year-old children may revive coaching businesses, intensify inequality and once again place excessive pressure on families. In an unequal education system, admission tests often reward access to resources rather than actual potential.

Comparative experiences from neighbouring countries offer a useful perspective. In India and Nepal, admissions to primary schools are generally managed through administrative procedures, documentation requirements and local catchment considerations rather than competitive examinations or lotteries. These systems prioritise accessibility and locality over competition among children. Bangladesh could similarly move towards a more transparent and equitable framework that balances fairness with accessibility.

The government has already undertaken several large-scale initiatives, including the Fourth Primary Education Development Programme (PEDP-4), the Demand-Based Government Primary School Development Project and the recently announced Pre-primary and Primary Education Development Project for Cox’s Bazar, Bandarban and Bhasan Char. Additional initiatives such as the Alternative Learning Opportunity for Out-of-School Children (ALO) project also indicate a growing recognition of educational disparities. However, despite these efforts, pre-primary education remains insufficiently integrated into mainstream educational reform, even though major national policy frameworks and international development commitments continue to emphasise inclusive and quality pre-primary education for all children.

The current debate should therefore move beyond the simplistic question of whether admissions should be determined through lotteries or tests. The more fundamental challenge is ensuring equal educational opportunity regardless of a child's social or economic background. Without structural reform in pre-primary education, greater transparency in admissions and stronger enforcement of equitable policies, any change in the admission process risks reproducing the same inequalities under a different system.

Bangladesh now stands at an important policy crossroads. The decisions taken today will shape not only how children enter schools but also how the country understands fairness, inclusion and educational justice for the next generation.

Syed Al Farabi is an undergraduate student in the Department of Peace and Conflict Studies in University of Dhaka.