Powering up the future: Foundational learning in the hills and beyond

"If they get good teachers and educational opportunities, many talented children will come out from there."

These words from Dr Mohammad Yunus, Chief Adviser to the Government, in reference to the Chittagong Hill Tracts, mark more than a regional intervention—they represent a bold systemic shift in Bangladesh's education priorities. His directive to introduce e-learning in 100 schools in the Chittagong Hill Tracts (CHT) is part of a national pivot towards prioritising underserved areas. This step brings us closer to realising SDG 4—inclusive and equitable education for all—and delivering on the constitutional right to foundational literacy and numeracy, the essential building blocks of national success and individual lifelong learning.

In the CHT districts of Bandarban, Rangamati, and Khagrachari, many children grow up speaking indigenous languages at home and attend schools where the language of instruction is Bangla. In most cases, the schools have limited infrastructure and undertrained, under-resourced teachers. For too long, these children have remained on the margins of our national education system. This signal from the leadership shows that things can change, but this must be more than a pilot. It demands sustained commitment.

A systemic shift in motion

Since August 2024, stakeholders have advocated for and awaited a broader movement to redefine success in education, not by infrastructure alone, but by impact on learning. This investment in the CHT is a sign that foundational literacy and numeracy are finally being recognised as central to the national conversation on education. Prioritising the early years, equipping and valuing teachers, and closing the urban–rural learning gap are key to any long-term development strategy.

Learning must follow enrolment

Famously, Bangladesh has made great strides in access—over 98% of children now enter primary school. And notoriously, a staggering 58% of 10-year-olds in Bangladesh cannot read and understand a simple sentence (World Bank's 2022 Learning Poverty Index). This data tells the story of a dramatic system failure: the children come, but learning does not happen. In remote and marginalised communities like the CHT, that number is much higher.

The National Student Assessment (2017) reinforces this concern: just 44% of Grade 3 students reached expected Bangla proficiency, and only 34% in mathematics. These early gaps undermine a child's ability to progress through school and through life.

Turning vision into practice: Five strategic priorities

To translate the Chief Adviser's vision into lasting systemic impact, the CHT initiative should be designed around five key priorities to ensure foundational learning:

First, ensure teacher quality through practical training, regular mentoring, and professional incentives. Teachers in remote areas must be supported through pre-service and in-service programmes, classroom observation tools, and peer coaching networks. It is equally important to involve teachers in ongoing discussions about their professional development needs, so they can adapt to new educational challenges and innovations, particularly with the integration of e-learning.

Second, equip classrooms with sustainable infrastructure. This includes solar-powered devices, offline-friendly learning platforms, and Starlink satellite internet in areas without connectivity. Localised maintenance and community involvement are critical.

Third, deliver relevant, engaging content. Foundational literacy and numeracy resources must be phonics-based, available both in Bangla and in indigenous languages, with Bangla text included where needed to support teachers who may not be familiar with indigenous scripts. Materials should be accessible in both digital and printed formats. Resources should be co-developed with local educators and cultural knowledge holders to ensure that lessons reflect indigenous knowledge, traditions, and ways of learning.

Fourth, establish a long-term system of measurement and feedback. Regular assessments, monitoring of learning gains, and mechanisms for adapting strategies are essential to ensure children are not just attending school—they are truly learning.

Fifth, empower local communities to take ownership and sustain progress. Local leaders, parents, and community members should actively participate in supporting learning and maintaining technological infrastructure, strengthening local capacity for lasting change.

A nation ready to learn

This is a moment of possibility. With clear leadership, practical tools, and a rights-based vision, Bangladesh can transform its education system from one focused on access to one that guarantees outcomes. If done well, the CHT initiative could reduce learning poverty significantly within a few years, firmly aligning the country with SDG 4: Quality Education for All.

But to truly realise this vision, we must build strong partnerships among government, communities, development partners, and the private sector, ensuring sustainable financing and empowering local communities to take ownership every step of the way.

Let us ensure every child—whether in the hills or the heart of the capital—can read, write, count, and thrive. Let us invest in teachers, empower schools, and place foundational learning at the core of our future.

The hills are only the beginning.

Zareen Mahmud Hosein, FCA, is a Partner at Snehasish Mahmud & Co., Chartered Accountants and the Founder of CholPori

Disclaimer: The views and opinions expressed in this article are those of the author and do not necessarily reflect the opinions and views of The Business Standard