Learning poverty (% of children at end of primary unable to read/understand simple text)
51.2%
Source: World Bank World Development IndicatorsAs of 2022-12-31
Next steps
Human development
Learning poverty is classified High concern at 51.2%, observed through 2022-12-31.
Learning poverty (% of children at end of primary unable to read/understand simple text)
51.2%
Source: World Bank World Development IndicatorsAs of 2022-12-31
Assessment
High concern
BDPolicyLab analytical classification based on the stated assessment basis. It is not an official agency designation. Benchmark stress score: 62/100.
Source: BDPolicyLab assessmentAs of 2022-12-31
Movement
Unchanged
Approaching cadence limit
Source: BDPolicyLab comparable assessmentsAs of 24 Aug 2026, 01:25
Approaching cadence limit. Cadence basis: annual official series with publication lag.
Source: BDPolicyLab Crisis Orb Updated 2026-08-23
| Evidence | Reading | Observed through | Primary source |
|---|---|---|---|
| Learning poverty (% of children at end of primary unable to read/understand simple text) | 51.2% | 2022-12-31 | World Bank World Development IndicatorsSE.LPV.PRIM |
Comparable assessments
Current movement: Unchanged
High concern
25 Jul 2026, 04:03 to 24 Aug 2026, 01:25
338 comparable assessments.
Decision architecture
These are linked records, not recommendations. They identify documented responsibility, published policy work, and modelled instruments that have passed their respective public gates.
Owns
Primary education, mass literacy, and non-formal education programs
Authority: Constitution of Bangladesh, Article 55; Rules of Business 1996
Monitors
Autonomous government department responsible for administration of primary schools, training of primary school teachers, and implementation of primary education policies
Authority: Primary Education (Compulsory) Act 1990
Grounded prescription
Closing Bangladesh's Learning Poverty Gap: A Foundational-Literacy Mission for Grades 1 to 3With 60%+ of 10-year-olds unable to read a simple text per the World Bank, Bangladesh should run a time-bound foundational-literacy mission led by MoE with MPME, anchored on a structured grade 1-3 reading programme, periodic reading assessment, and teacher support.
The assessment compares the latest source observation with BDPolicyLab analytical monitoring bands. For this detector, higher readings indicate greater stress; the internal analytical cutoffs are 20.0%, 35.0%, 50.0%, 70.0%. The score is a level-anchored piecewise-linear transformation with state bands at 20, 40, 60, and 85. The indicator's primary source is identified with the evidence in this card. Forecast ranges are published only as calibrated 80% predictive intervals with an explicit source time unit.
BDPolicyLab analytical classification based on the stated assessment basis. It is not an official agency designation.
No public forecast is shown because the validation or time-unit requirement was not met.