According to the census held in 1981, the literacy percentage of Bangladesh was 19.7 percent. It was 17 percent in rural locations and better at 35 % amongst the urban population. Nevertheless, because of the continuous influx of migrants, the rural-urban divide in literacy percentage continues to widen.
The adult literacy price is shown as 29 percent but it is usually believed that the figures could be reduce marginally. The patriarchic nature of the society in Bangladesh had a discriminatory impact on the education method and women had been deprived of their appropriate to education. The female literacy price is poor and is virtually half of that of males in the cities. In rural areas the figures are pathetically dismal.
Educational development plans areas a significant thrust on improving the major education method. Improving the good quality of education also requires escalating access to primary schooling, improving the levels of education imparted to the teachers and revising the school curriculum to match worldwide major education standards.
The effects of the reforms are beginning to show, even if somewhat gradually in cities and other urban places. However, rural and economically backward locations continue to lack the resources to improve overall educational standards because of their inability to access the development plans initiated and implemented by the government at various levels. In the late eighties, there were strong educational reforms applications initiated at rural places that focused on supplying low-cost vocational education to the rural inhabitants of the nation.
The government has also focused on establishment of sophisticated science teaching facilities particularly in rural schools. Training was offered to science teachers along with adequate supplies of science gear. This is starting to provide the desired outcomes with steady improvement seen in the quality of education imparted to students, specially among the female students.
The bane of the education system in Bangladesh still continues to be the poor penetration levels of reforms at the rural level. Teachers are not keen to operate in schools located in the interior locations as a result depriving students of the villages their inherent appropriate to education.
The government wants to create far more creative and stringent measures to make sure that education levels improves steadily in the interior and far-flung regions and the children studying there are not deprived of their proper to high quality education.