Sustainable Development In Bangladesh: Goal 4 – Quality Education

Fabliha Afia:

INTRODUCTION

Quality education is an important way to bring about the change required to establish a sustainable future for all.

Quality education can help everyone to understand that we are one with the universe. The divine system is unity, harmony, love and kindness. The sun gives light, with which the plants make food, the plants in turn make oxygen and we need oxygen to live. This is the divine system. Even Islam religion preaches unity. All Muslims around the world face the Kaba and pray, to maintain unity. Muslims also greet each other by saying ‘As salamu alaikum’ meaning ‘peace be upon you’.

Quality education can help everyone to understand that if we refrain from all the differences and embrace the divine system of oneness, unity, harmony, love and kindness, with each other and all living beings, the world will be a better place.

GOAL 4: QUALITY EDUCATION 

Sustainable Development Goal (SDG) 4 is quality education. The United Nations (UN) has defined 10 Targets and 11 Indicators for SDG 4. The original texts of the Targets and Indicators are as follows:^[1]

4.1 By 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes

4.1.1 Proportion of children and young people: (a) in grades 2/3; (b) at the end of primary; and (c) at the end of lower secondary achieving at least a minimum proficiency level in (i) reading and (ii) mathematics, by sex

4.2 By 2030, ensure that all girls and boys have access to quality early childhood development, care and pre-primary education so that they are ready for primary education

4.2.1 Proportion of children under 5 years of age who are developmentally on track in health, learning and psychosocial well-being, by sex

4.2.2 Participation rate in organized learning (one year before the official primary entry age), by sex

4.3 By 2030, ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university

4.3.1 Participation rate of youth and adults in formal and non-formal education and training in the previous 12 months, by sex

4.4 By 2030, substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship

4.4.1 Proportion of youth and adults with information and communications technology (ICT) skills, by type of skill

4.5 By 2030, eliminate gender disparities in education and ensure equal access to all levels of education and vocational training for the vulnerable, including persons with disabilities, indigenous peoples and children in vulnerable situations

4.5.1 Parity indices (female/male, rural/urban, bottom/top wealth quintile and others such as disability status, indigenous peoples and conflict-affected, as data become available) for all education indicators on this list that can be disaggregated

4.6 By 2030, ensure that all youth and a substantial proportion of adults, both men and women, achieve literacy and numeracy

4.6.1 Percentage of population in a given age group achieving at least a fixed level of proficiency in functional (a) literacy and (b) numeracy skills, by sex

4.7 By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and of culture’s contribution to sustainable development

4.7.1 Extent to which (i) global citizenship education and (ii) education for sustainable development, including gender equality and human rights, are mainstreamed at all levels in: (a) national education policies, (b) curricula, (c) teacher education and (d) student assessment

4.A Build and upgrade education facilities that are child, disability and gender sensitive and provide safe, non-violent, inclusive and effective learning environments for all

4.A.1 Proportion of schools with access to: (a) electricity; (b) the Internet for pedagogical purposes; (c) computers for pedagogical purposes; (d) adapted infrastructure and materials for students with disabilities; (e) basic drinking water; (f) single-sex basic sanitation facilities; and (g) basic handwashing facilities (as per the WASH indicator definitions)

4.B By 2020, substantially expand globally the number of scholarships available to developing countries, in particular least developed countries, small island developing States and African countries, for enrolment in higher education, including vocational training and information and communications technology, technical, engineering and scientific programmes, in developed countries and other developing countries

4.B.1 Volume of official development assistance flows for scholarships by sector and type of study

4.C By 2030, substantially increase the supply of qualified teachers, including through international cooperation for teacher training in developing countries, especially least developed countries and small island developing States

4.C.1 Proportion of teachers in: (a) pre-primary; (b) primary; (c) lower secondary; and (d) upper secondary education who have received at least the minimum organized teacher training (e.g. pedagogical training) pre-service or in-service required for teaching at the relevant level in a given country 

DEFINITIONS, GOALS AND DATA OF THE INDICATORS

Targets specify the goals and Indicators represent the metrics by which the world aims to track whether these Targets are achieved. The Indicators can be further explained as follows:^[2]

4.1.1 Definition: Indicator 4.1.1 is the proportion of children and young people (a) in grades 2/3; (b) at the end of primary; and (c) at the end of lower secondary achieving at least a minimum proficiency level in (i) reading and (ii) mathematics, by sex.

Goal: By 2030 ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes.

Bangladesh: Data for this indicator is not available.

4.2.1 Definition: Indicator 4.2.1 is the proportion of children under 5 years of age who are developmentally on track in health, learning and psychosocial well-being, by sex.

This is measured as the percentage of under-5s who are developmentally on-track in at least three of the following four domains: literacy-numeracy, physical, socio-emotional and learning.

Goal: By 2030 ensure that all girls and boys are ready for primary education.

Bangladesh: In Bangladesh 63.9% of children under 5 years of age were developmentally on track in 2013.

4.2.2 Definition: Indicator 4.2.2 is the participation rate in organized learning (one year before the official primary entry age), by sex.

This is measured here as the net enrolment rate in pre-primary education, which is the number of children of the relevant age group enrolled in pre-primary as a percentage of the total population of that age group.

Goal: By 2030 ensure that all girls and boys have access to quality early childhood development, care and pre-primary education.

Bangladesh: In Bangladesh participation in pre-primary education is gradually increasing. In 2009 the ratio was 10.82%, in 2010 it was 12.65%, and in 2011 it was 22.83%.

4.3.1 Definition: Indicator 4.3.1 is the participation rate of youth and adults in formal and non-formal education and training in the previous 12 months, by sex.

It is not clear how this is supposed to be tracked. Here it is shown the total enrollment in tertiary education, regardless of age, expressed as a percentage of the total population of the five-year age group following on from secondary school leaving. Data on non-formal further education and training is not available.

Goal: By 2030 ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education.

Bangladesh: In Bangladesh the gross enrollment ratio in tertiary education is gradually increasing. In 2011 the ratio was 13.28%, in 2012 it was 13.39%, and in 2014 it was 13.44%.

4.4.1 Definition: Indicator 4.4.1 is the Proportion of youth and adults with information and communications technology (ICT) skills, by type of skill.

There are a number of relevant ICT skills which could be measured for this indicator. Measured here is the share of youth and adults (aged 15-24 years old) with skills in creating electronic presentations with presentation software.

Goal: By 2030 substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship.

Bangladesh: Data for this indicator is not available.

4.5.1 Definition: Indicator 4.5.1 is Parity indices (female/male, rural/urban, bottom/top wealth quintile and others such as disability status, indigenous peoples and conflict-affected, as data become available) for all education indicators.

This is measured as gender parity in school enrolment, school life expectancy, and completion rate. Data on parity for other indices is not available.

Goal: By 2030 eliminate gender disparities in education and ensure equal access to all levels of education and vocational training for all.

Bangladesh: Ratio of female total net enrolment rate for primary to the male total net enrolment rate for primary. It is calculated by dividing the female value for the indicator by the male value for the indicator. A GPI equal to 1 indicates parity between females and males. In general, a value less than 1 indicates disparity in favour of males and a value greater than 1 indicates disparity in favour of females. In Bangladesh the net enrolment ratio for primary is gradually increasing. In 2006 the rate was 1.07 GPI, in 2008 it was 1.03 GPI, in 2009 it was 1.09 GPI, and in 2010 it was 1.04 GPI.

School life expectancy for primary is also gradually increasing. Ratio of female school life expectancy to the male school life expectancy, is calculated by dividing the female value for the indicator by the male value for the indicator. A GPI equal to 1 indicates parity between females and males. In general, a value less than 1 indicates disparity in favour of males and a value greater than 1 indicates disparity in favour of females. In 2009 the rate was 1.05 GPI, in 2010 it was 1.06 GPI, and in 2011 it was 1.06 GPI.

Primary completion rate is also gradually increasing. Ratio of the female primary completion rate to the male primary completion rate, is calculated by dividing the female value for the indicator by the male value for the indicator. A GPI equal to 1 indicates parity between females and males. In general, a value less than 1 indicates disparity in favour of males and a value greater than 1 indicates disparity in favour of females. In 2009 the rate was 1.10 GPI, in 2010 it was 1.12 GPI, and in 2011 it was 1.14 GPI.

4.6.1 Definition: Indicator 4.6.1 is the proportion of population in a given age group achieving at least a fixed level of proficiency in functional (a) literacy and (b) numeracy skills, by sex.

This is measured as the literacy rate (the share of the population with at least functional literacy) for youth and adults, differentiated by sex. Such measures of ‘literacy’ typically also encompass basic arithmetic skills.

Goal: By 2030 ensure that all youth and a substantial proportion of adults, both men and women, achieve literacy and numeracy.

Bangladesh: In Bangladesh youth literacy rate of males is gradually increasing. This is measured as the number of males aged 15 to 24 years who can both read and write with understanding a short simple statement on their everyday life, divided by the male population in that age group. Generally, ‘literacy’ also encompasses ‘numeracy’, the ability to make simple arithmetic calculations. In 2001 the ratio was 67.16%, in 2014 it was 79.78%, and in 2015 it was 80.62%.

The youth literacy rate of females is also gradually increasing. This is measured as the number of females aged 15 to 24 years who can both read and write with understanding a short simple statement on their everyday life, divided by the male population in that age group. Generally, ‘literacy’ also encompasses ‘numeracy’, the ability to make simple arithmetic calculations. In 2001 the ratio was 60.62%, in 2014 it was 84.64%, and in 2015 it was 85.87%.

The adult literacy rate of males is also gradually increasing. This is measured as the percentage of males aged 15 and above who can, with understanding, read and write a short, simple statement on their everyday life. Generally, ‘literacy’ also encompasses ‘numeracy’, the ability to make simple arithmetic calculations. In 2001 the ratio was 53.90%, in 2014 it was 63.94%, and in 2015 it was 64.64%.

The adult literacy rate of females is also gradually increasing. This is measured as the percentage of females aged 15 and above who can, with understanding, read and write a short, simple statement on their everyday life. Generally, ‘literacy’ also encompasses ‘numeracy’, the ability to make simple arithmetic calculations. In 2001 the ratio was 40.82%, in 2014 it was 57.17%, and in 2015 it was 58.31%.

4.7.1 Definition: Indicator 4.7.1 is the extent to which (i) global citizenship education and (ii) education for sustainable development, including gender equality and human rights, are mainstreamed at all levels in (a) national education policies; (b) curricula; (c) teacher education; and (d) student assessment.

Goal: By 2030 ensure that all learners acquire the knowledge and skills needed to promote sustainable development.

Bangladesh: Data for this indicator is not available.

4.A.1 Definition: Indicator 4.A.1 is the proportion of schools with access to (a) electricity; (b) the Internet for pedagogical purposes; (c) computers for pedagogical purposes; (d) adapted infrastructure and materials for students with disabilities; (e) basic drinking water; (f) single-sex basic sanitation facilities; and (g) basic handwashing facilities (as per the WASH indicator definitions).

Goal: The target is to ensure all children have access to a safe, inclusive and effective learning environment by 2030.

Bangladesh: In Bangladesh the share of schools with access to electricity is gradually increasing. In 2012 the ratio was 71.28% for upper secondary school, 69.93% for lower secondary school, and 55.38% for primary school. In 2016 it was 94.13% for upper secondary school, 94.08% for lower secondary school, and 43.34% for primary school. And in 2017 it was 94.74% for upper secondary school.

Share of schools with access to basic handwashing facilities is also gradually increasing. In 2016 the ratio was 30.43% for upper secondary school, 30.26% for lower secondary school, and 29.01% for primary school. And in 2017 it was 30.64% for upper secondary school, and 27.00% for lower secondary school.

Share of schools with access to basic drinking water is also gradually increasing. In 2016 the ratio was 78.91% for primary school, 55.37% for upper secondary school, and 55.22% for lower secondary school. And in 2017 it was 55.74% for upper secondary school.

Share of schools with access to computers for pedagogical purposes is also gradually increasing. In 2016 the ratio was 81.34% for upper secondary school, 81.20% for lower secondary school, and 17.91% for primary school. And in 2017 it was 81.89% for upper secondary school.

Share of schools with access to the internet for pedagogical purposes is also gradually increasing. In 2016 the ratio was 82.39% for upper secondary school, 82.11% for lower secondary school, and 4.14% for primary school. And in 2017 it was 82.92% for upper secondary school.

Share of schools with access to single-sex basic sanitation is also gradually increasing. In 2016 the ratio was 65.06% for lower secondary school, 62.19% for upper secondary school, and 36.58% for primary school. And in 2017 it was 62.61% for upper secondary school.

Share of schools with access to adapted infrastructure and materials for students with disabilities is also gradually increasing. In 2016 the ratio was 12.17% for upper secondary school, and 10.13% for lower secondary school. And in 2017 it was 12.25% for upper secondary school, and 8.83% for lower secondary school. Data for primary school is not available.

4.B.1 Definition: Indicator 4.B.1 is the volume of official development assistance flows for scholarships.

This indicator measures the levels of financial support and development assistance provided for education and training scholarships.

Goal: By 2020 substantially expand globally the number of scholarships available to developing countries.

Unlike most SDG targets which are set to be achieved by 2030, this indicator has a target year of 2020.

Bangladesh: Scholarships are defined as financial aid awards for individual students and contributions to trainees. The beneficiary students and trainees are nationals of developing countries. Financial aid awards include bilateral grants to students registered for systematic instruction in private or public institutions of higher education to follow full-time studies or training courses in the donor country. In 2015 Bangladesh received 13.79 billion in constant US$ for scholarships.

4.C.1 Definition: Indicator 4.C.1 is the proportion of teachers in (a) pre-primary; (b) primary; (c) lower secondary; and (d) upper secondary education who have received at least the minimum organized teacher training (e.g. pedagogical training) pre-service or in-service required for teaching at the relevant level in a given country.

This is measured as the share of pre-primary, primary, lower secondary and upper secondary teachers who are qualified (meaning they have achieved at least the minimum qualifications to teach at a given level).

Goal: By 2030 substantially increase the supply of qualified teachers.

Bangladesh: Number of teachers in a given level of education who are qualified is expressed as a percentage of all teachers in that level of education. A qualified teacher is one who has the minimum academic qualifications necessary to teach at a specific level of education in a given country. The data of the percentage of teachers in pre-primary education who are qualified in Bangladesh is not available. The data of the percentage of teachers in primary education who are qualified is also not available. The percentage of teachers in lower secondary education who are qualified was 98.22% in 2013. And the percentage of teachers in upper secondary education who are qualified was 98.16% in 2013.

QUALITY EDUCATION: WHY IT MATTERS

The aim of SDG 4 is to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. Education liberates the intellect, unlocks the imagination and is fundamental for self respect. It is key to prosperity and opens a world of opportunities, making it possible for each of us to contribute to a progressive, healthy society. Learning benefits every human being and should be available to all.^[3]

HOW IS THE GOVERNMENT ACHIEVING QUALITY EDUCATION

An electoral mandate of the Government is quality education.^[4] The Government is a strong advocate for quality education for all; and is ensuring equitable and quality education leading to relevant and effective learning outcomes.^[5]

Above 1,000 new education facilities have been recognised within the MPO. The madrasa education and skill development has also been regarded within the education system.^[6]

Skill development training is being provided to youths across the country. The Government’s efforts have been recognised internationally. The Honourable Prime Minister, Sheikh  Hasina has received an UN award for skill development for youths.^[7]

Access to affordable and quality technical, vocational and tertiary education, including university is also being ensured.^[8]

All people, irrespective of gender, age, race, colour, ethnicity, language, religion, political or other opinion, national or social origin, property or birth, as well as persons with disabilities, migrants, indigenous people, and children and youth, including Rohingya refugee children have access to education. All girls and boys, women and men, have equal opportunity to enjoy education.^[9]

The Government is also active in ensuring safe, non-violent, inclusive environments that nurture learning for all. Crimes and bullying against students are condemned.^[10]

A zero tolerance attitude towards drugs and other narcotics is also taken to keep the youths safe.^[11]

New educational institutions are being built across the country. Old institutions are being upgraded.^[12]

Computer labs are being incorporated.^[13] Digital power is promoted. Bangladesh has 600,000 IT freelancers – the largest number in the world.^[14]

Primary and secondary education is free in public schools. Free nutritious meals in primary schools are provided. To make education accessible to all, free textbooks to pre-primary, primary, secondary school, ebtedayee, dakhil and SSC students are provided. Books are also printed in ethnic languages. Braille textbooks are distributed to visually disabled people.^[15] The Government is also considering providing primary school students with uniforms for free.^[16]

Student stipend is given to all primary school students. Student stipend is also given in  two categories: talent pool and general between grade six to eight.^[17]

Stipend is also given to handicapped undergraduate students. An education allowance is also issued to the children of disabled employees. Initiatives are also being taken to provide training to the disabled children so that they can be independent.^[18]

Environmental protection knowledge among students is promoted and a tree planting culture is encouraged. Students are also encouraged to study about diverse topics and develop moral characters.^[19]

Participation in sports is also encouraged and new stadiums are being built to facilitate sports.^[20]

Teachers are appointed on merit, qualification, and experience. Teachers are also being trained focusing on language and mathematics. University teachers are also assisted and encouraged for research.^[21]

The standard of education is being improved.^[22] Question leakage and cheating is being reduced.^[23] The dropout rate is being reduced; and much more.^[24]

In respect of Covid-19, all educational institutions are closed but online classes are ongoing.^[25]

The Government pays special attention to children and youths and is continuing to work towards an educated and enlightened nation.^[26]

WHAT CAN WE DO ABOUT IT

Businesses can also commit themselves to advancing the educational goal. Companies can leverage their resources and core competencies to support the Government in delivering on their promise of education for all. Strong leadership by business can help unlock the necessary investments to ensure quality learning opportunities for all children and adults.^[27]

The business case to invest in education can range from improving brand leadership to developing the capacity of future employees and building a more diverse employee pipeline. Education can help address the mismatch between skills of the available workforce and job vacancies, which is a key problem in many markets. Business can make long-term strategic investments in education that will lead to a larger, more talented pool of future employees. Investing in education can be a source of innovation and facilitate access to new markets.^[28]

Education is often a local issue, which will require businesses to work within local education systems and in communities to determine the best utilization of resources. Business should apply best practices to engage responsibly in education, including promoting sustainable development topics in higher education, and support the public sector’s ability to provide inclusive and equitable quality learning opportunities for all.^[29]

EXAMPLES OF KEY BUSINESS ACTIONS AND SOLUTIONS 

Businesses can for example:^[30]

• Establish relationships with government entities and higher education institutions to improve education curricula to better align with business needs including responsible management.
• Create programs (e.g., internships, work-study programs, traineeships, etc.) that give students earlier access to the corporate environment.
• Provide employees with continuous opportunities to improve their (job) skills for their current and future employment.
• Develop cost-effective education products and services that eliminate barriers to access and improve the quality of learning (e.g., ICT solutions to improve the delivery of education, innovative measurement tools, etc.).
• Ensure learning environments are clean and safe for children by mitigating business-related environmental hazards, like pollution and limited water access.

HOW ACCESS TO INFORMATION WILL HELP 

A website for Sustainable Development in Bangladesh should also be built. Sustainable development has 17 goals (SDGs). Each of these goals have targets and indicators. If data is collected for all the targets and indicators and regularly updated, then the system will be more organised and the progress will be easier to monitor. This will also ensure better coordination.

If such a website is built then the system will be transparent, accessible and easy to monitor. Anyone will be able to access the information, anytime and from anywhere.

Availability of information will give a better view and make it easier to monitor the progress of the SDGs. This will help to form a better understanding of what further needs to be done to meet the SDGs.

For example, SDG 4 is quality education. The United Nations (UN) has defined 10 Targets and 11 Indicators for SDG 4. Each of the indicators will be analysed to explain how data can help form the perfect strategy and thus help achieve SDG 4 by 2030.

The analysis is however based on outdated information. Many developments have occurred over the years, for example, many new schools, universities, vocational training have opened. More computer labs have been introduced, drop out rate has reduced and much more. Improvements are continuously being made to achieve SDG 4 as mentioned above. Thus updated information is required for accurate analysis.

The following analysis of SDG 4 is therefore only to exemplify how data can be used to form the perfect strategy.

The indicators of SDG 4 are as follows:

4.1.1 The goal of indicator 4.1.1 is to ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes by 2030. Data for this indicator is not available. The information is required.

4.2.1 In Bangladesh 63.9% children under 5 years of age were developmentally on track in 2015. Thus on a scale of 1 – 11 (11 being the best), the global target reached is 4. Thus from this information it can be understood that yearly the proportion should be increased in order to reach the global target of 100% by 2030.

This data can be further analysed to set yearly targets of the level of increase required by a simple calculation. The difference that needs to be met is [(100 – 63.9 = 36.1%) in (2030 – 2020 = 10 years)] 36.1% in 10 years. Thus on an average each year the level of increase required will be (36.1 ÷ 10 = 10.6) 3.61% to reach the target of 100% by 2030.

The proportion of boys versus girls under 5 years of age who are developmentally on-track in at least three of the four domains: literacy-numeracy, physical, socio-emotional and learning is not available. The information is required.

4.2.2 In Bangladesh the participation in pre-primary education in 2011 was 22.83%. Thus on a scale of 1 – 10 (10 being the best), the global target reached is 3. Thus from this information it can be understood that yearly the proportion should be increased in order to reach the target of 100% by 2030.

This data can be further analysed to set yearly targets of the level of increase required by a simple calculation. The difference that needs to be met is [(100 – 22.83 = 77.17%) in (2030 – 2020 = 10 years)] 77.17% in 10 years. Thus on an average each year the level of increase required will be (77.17 ÷ 10 = 7.717) 7.717% to reach the target of 100% by 2030.

The net enrolment rate in pre-primary education for boys versus girls is not available. The information is required.

4.3.1 In Bangladesh the gross enrollment ratio in tertiary education in 2014 was 13.44%. Thus on a scale of 1 – 5 (5 being the best), the global target reached is 1. Thus from this information it can be understood that yearly the proportion should be increased in order to reach the target of 100% by 2030.

This data can be further analysed to set yearly targets of the level of increase required in tertiary education by a simple calculation. The difference that needs to be met is [(100 – 13.44 = 86.56%) in (2030 – 2020 = 10 years)] 86.56% in 10 years. Thus on an average each year the level of increase required will be (86.56 ÷ 10 = 7.717) 8.656% to reach the target of 100% by 2030.

The proportion of men versus women who have access to affordable and quality technical, vocational and tertiary education is not available. The information is required.

4.4.1 The goal of indicator 4.4.1 is to substantially increase the number of youth and adults who have relevant information and communications technology (ICT) skills, for employment, decent jobs and entrepreneurship by 2030. Data for this indicator is not available. The information is required.

4.5.1 In Bangladesh the ratio of female total net enrolment rate for primary to the male total net enrolment rate for primary in 2010 was 1.04 GPI. Thus on a scale of 1 – 9 (9 being the best), the global target reached is 9. From this information it can be understood that the target level is reached and elimination of gender disparities should continue.

The ratio of female school life expectancy for primary to the male school life expectancy for primary in 2011 was 1.06 GPI. Thus on a scale of 1 – 10 (10 being the best), the global target reached is 10. From this information it can be understood that the target level is reached and elimination of gender disparities should continue.

The ratio of the female primary completion rate to the male primary completion rate in 2011 was 1.14 GPI. Thus on a scale of 1 – 10 (10 being the best), the global target reached is 10. From this information it can be understood that the target level is reached and elimination of gender disparities should continue.

The ratio of female total net enrolment rate for all other levels of education to the male total net enrolment rate for all other levels of education is not available. The information is required. The ratio of female school life expectancy for all other levels of education to the male school life expectancy for all other levels of education is not available. The information is required. The ratio of the female completion rate for all other levels of education to the male completion rate for all other levels of education is not available. The information is required.

4.6.1 In Bangladesh the youth literacy rate of males in 2015 was 80.62%. Thus on a scale of 1 – 10 (10 being the best), the global target reached is 8. Thus from this information it can be understood that yearly the proportion should be increased in order to reach the target of 100% by 2030.

This data can be further analysed to set yearly targets of the level of increase required by a simple calculation. The difference that needs to be met is [(100 – 80.62 = 19.38%) in (2030 – 2020 = 10 years)] 19.38% in 10 years. Thus on an average each year the level of increase required will be (19.38 ÷ 10 = 1.938) 1.938% to reach the target of 100% by 2030.

The youth literacy rate of females in 2015 was 85.87%. Thus on a scale of 1 – 10 (10 being the best), the global target reached is 8. Thus from this information it can be understood that yearly the proportion should be increased in order to reach the target of 100% by 2030.

This data can be further analysed to set yearly targets of the level of increase required by a simple calculation. The difference that needs to be met is [(100 – 85.87 = 14.13%) in (2030 – 2020 = 10 years)] 14.13% in 10 years. Thus on an average each year the level of increase required will be (14.13 ÷ 10 = 1.413) 1.413% to reach the target of 100% by 2030.

The adult literacy rate of males in 2015 was 64.64%. The target level defined by the UN is substantial, thus aiming for the best, from this information it can be understood that yearly the proportion should be increased in order to reach the target of 80% – 100% by 2030. Thus on a scale of 1 – 10 (10 being the best), the global target reached is 6.

This data can be further analysed to set yearly targets of the level of increase required by a simple calculation. Taking 80% to be the target level, the difference that needs to be met is [(80 – 64.64 = 15.36%) in (2030 – 2020 = 10 years)] 15.36% in 10 years. Thus on an average each year the level of increase required will be (15.36 ÷ 10 = 1.536%) 1.536% to reach the target of 80% by 2030.

The adult literacy rate of females in 2015 was 58.31%. The target level defined by the UN is substantial, thus aiming for the best, from this information it can be understood that yearly the proportion should be increased in order to reach the target of 80% – 100% by 2030. Thus on a scale of 1 – 10 (10 being the best), the global target reached is 6.

This data can be further analysed to set yearly targets of the level of increase required by a simple calculation. Taking 80% to be the target level, the difference that needs to be met is [80 – 58.31 = 21.69%) in (2030 – 2020 = 10 years)] 21.69% in 10 years. Thus on an average each year the level of increase required will be (21.69 ÷ 10 = 2.169%) 2.169% to reach the target of 80% by 2030.

4.7.1 The goal of indicator 4.7.1 is to ensure that all learners acquire the knowledge and skills needed to promote sustainable development by 2030. Data for this indicator is not available. Information is required for this indicator.

4.A.1 In Bangladesh the share of schools with access to electricity in 2016 was 94.13% for upper secondary school, 94.08% for lower secondary school, and 43.34% for primary school. Thus from this information it can be understood that yearly the proportion should be increased in order to reach the target of 100% by 2030.

This data can be further analysed to set yearly targets of the level of increase required by a simple calculation. The difference that needs to be met for upper secondary school is [(100 – 94.13 = 5.87%) in (2030 – 2020 = 10 years)] 5.87% in 10 years. Thus on an average each year the level of increase required will be (5.87 ÷ 10 = 0.587%) 0.587% to reach the target of 100% by 2030. The difference that needs to be met for lower secondary school is [(100 – 94.08 = 5.92%) in (2030 – 2020 = 10 years)] 5.92% in 10 years. Thus on an average each year the level of increase required will be (5.92 ÷ 10 = 0.592%) 0.592% to reach the target of 100% by 2030. The difference that needs to be met for primary school is [(100 – 43.34 = 56.66%) in (2030 – 2020 = 10 years)] 56.66% in 10 years. Thus on an average each year the level of increase required will be (56.66 ÷ 10 = 5.666%) 5.666% to reach the target of 100% by 2030.

The share of schools with access to basic handwashing facilities in 2016 was 30.43% for upper secondary school, 30.26% for lower secondary school, and 29.01% for primary school. Thus from this information it can be understood that yearly the proportion should be increased in order to reach the target of 100% by 2030.

This data can be further analysed to set yearly targets of the level of increase required by a simple calculation. The difference that needs to be met for upper secondary school is [(100 – 30.43 = 69.57%) in (2030 – 2020 = 10 years)] 69.57% in 10 years. Thus on an average each year the level of increase required will be (69.57 ÷ 10 = 6.957%) 6.957% to reach the target of 100% by 2030. The difference that needs to be met for lower secondary school is [(100 – 30.26 = 69.74%) in (2030 – 2020 = 10 years)] 69.74% in 10 years. Thus on an average each year the level of increase required will be (69.74 ÷ 10 = 6.974%) 6.974% to reach the target of 100% by 2030. The difference that needs to be met for primary school is [(100 – 29.01 = 70.99%) in (2030 – 2020 = 10 years)] 70.99% in 10 years. Thus on an average each year the level of increase required will be (70.99 ÷ 10 = 7.099%) 7.099% to reach the target of 100% by 2030.

The share of schools with access to basic drinking water in 2016 was 78.91% for primary school, 55.37% for upper secondary school, and 55.22% for lower secondary school. Thus from this information it can be understood that yearly the proportion should be increased in order to reach the target of 100% by 2030.

This data can be further analysed to set yearly targets of the level of increase required by a simple calculation. The difference that needs to be met for primary school is [(100 – 78.91 = 21.09%) in (2030 – 2020 = 10 years)] 21.09% in 10 years. Thus on an average each year the level of increase required will be (21.09 ÷ 10 = 2.109%) 2.109% to reach the target of 100% by 2030. The difference that needs to be met for upper secondary school is [(100 – 55.37 = 44.63%) in (2030 – 2020 = 10 years)] 44.63% in 10 years. Thus on an average each year the level of increase required will be (44.63 ÷ 10 = 4.463%) 4.463% to reach the target of 100% by 2030. The difference that needs to be met for lower secondary school is [(100 – 55.22 = 44.78%) in (2030 – 2020 = 10 years)] 44.78% in 10 years. Thus on an average each year the level of increase required will be (44.78 ÷ 10 = 4.478%) 4.478% to reach the target of 100% by 2030.

The share of schools with access to computers for pedagogical purposes in 2016 was 81.34% for upper secondary school, 81.20% for lower secondary school, and 17.91% for primary school. Thus from this information it can be understood that yearly the proportion should be increased in order to reach the target of 100% by 2030.

This data can be further analysed to set yearly targets of the level of increase required by a simple calculation. The difference that needs to be met for upper secondary school is [(100 – 81.34 = 18.66%) in (2030 – 2020 = 10 years)] 18.66% in 10 years. Thus on an average each year the level of increase required will be (18.66 ÷ 10 = 1.866%) 1.866% to reach the target of 100% by 2030. The difference that needs to be met for lower secondary school is [(100 – 81.20 = 18.8%) in (2030 – 2020 = 10 years)] 18.8% in 10 years. Thus on an average each year the level of increase required will be (18.8 ÷ 10 = 1.88%) 1.88% to reach the target of 100% by 2030. The difference that needs to be met for primary school is [(100 – 17.91 = 82.09%) in (2030 – 2020 = 10 years)] 82.09% in 10 years. Thus on an average each year the level of increase required will be (82.09 ÷ 10 = 8.209%) 8.209% to reach the target of 100% by 2030.

The share of schools with access to the internet for pedagogical purposes in 2016 was 82.39% for upper secondary school, 82.11% for lower secondary school, and 4.14% for primary school. Thus from this information it can be understood that yearly the proportion should be increased in order to reach the target of 100% by 2030.

This data can be further analysed to set yearly targets of the level of increase required by a simple calculation. The difference that needs to be met for upper secondary school is [(100 – 82.39 = 17.61%) in (2030 – 2020 = 10 years)] 17.61% in 10 years. Thus on an average each year the level of increase required will be (17.61 ÷ 10 = 1.761%) 1.761% to reach the target of 100% by 2030. The difference that needs to be met for lower secondary school is [(100 – 82.11 = 17.89%) in (2030 – 2020 = 10 years)] 17.89% in 10 years. Thus on an average each year the level of increase required will be (17.89 ÷ 10 = 1.789%) 1.789% to reach the target of 100% by 2030. The difference that needs to be met for primary school is [(100 – 4.14 = 95.86%) in (2030 – 2020 = 10 years)] 95.86% in 10 years. Thus on an average each year the level of increase required will be (95.86 ÷ 10 = 9.586%) 9.586% to reach the target of 100% by 2030.

The share of schools with access to single-sex basic sanitation in 2016 was 65.06% for lower secondary school, 62.19% for upper secondary school, and 36.58% for primary school. Thus from this information it can be understood that yearly the proportion should be increased in order to reach the target of 100% by 2030.

This data can be further analysed to set yearly targets of the level of increase required by a simple calculation. The difference that needs to be met for lower secondary school is [(100 – 65.06 = 34.94%) in (2030 – 2020 = 10 years)] 34.94% in 10 years. Thus on an average each year the level of increase required will be (34.94 ÷ 10 = 3.494%) 3.494% to reach the target of 100% by 2030. The difference that needs to be met for upper secondary school is [(100 – 62.19 = 37.81%) in (2030 – 2020 = 10 years)] 37.81% in 10 years. Thus on an average each year the level of increase required will be (37.81 ÷ 10 = 3.781%) 3.781% to reach the target of 100% by 2030. The difference that needs to be met for primary school is [(100 – 36.58 = 63.42%) in (2030 – 2020 = 10 years)] 63.42% in 10 years. Thus on an average each year the level of increase required will be (63.42 ÷ 10 = 6.342%) 6.342% to reach the target of 100% by 2030.

The share of schools with access to adapted infrastructure and materials for students with disabilities in 2017 was 12.25% for upper secondary school, and 8.83% for lower secondary school. Thus from this information it can be understood that yearly the proportion should be increased in order to reach the target of 100% by 2030.

This data can be further analysed to set yearly targets of the level of increase required by a simple calculation. The difference that needs to be met for upper secondary school is [(100 – 12.25 = 87.75%) in (2030 – 2020 = 10 years)] 87.75% in 10 years. Thus on an average each year the level of increase required will be (87.75 ÷ 10 = 8.775%) 8.775% to reach the target of 100% by 2030. The difference that needs to be met for lower secondary school is [(100 – 8.83 = 91.17%) in (2030 – 2020 = 10 years)] 91.17% in 10 years. Thus on an average each year the level of increase required will be (91.17 ÷ 10 = 9.117%) 9.117% to reach the target of 100% by 2030. The data for primary school is not available. The information is required.

4.B.1. Bangladesh received 13.79 billion in constant US$ for scholarships in 2015.

4.C.1 The data of the percentage of teachers in pre-primary education who are qualified in Bangladesh is not available. The information is required. The data of the percentage of teachers in primary education who are qualified is also not available. The information is required.

The percentage of teachers in lower secondary education who are qualified was 98.22% in 2013. The target level defined by the UN is substantial, thus from this information it can be understood that Bangladesh meets the standard and the high ratio should be maintained. Thus on a scale of 1 – 9 (9 being the best), the global target reached is 9.

The percentage of teachers in upper secondary education who are qualified was 98.16% in 2013. The target level defined by the UN is substantial, thus from this information it can be understood that Bangladesh meets the standard and the high ratio should be maintained. Thus on a scale of 1 – 9 (9 being the best), the global target reached is 9.

MONITORING BY ARTIFICIAL INTELLIGENCE

Data can be further used to set target levels daily, weekly and monthly accordingly for the SDGs. Artificial intelligence can also be affiliated to monitor such progress, and in case of any variation (high/low) from the target level set, then everyone concerned can be notified by email and text message. Thus the variation can be looked into and the progress can be maintained. Thus such a system will enable easy monitoring and efficiency.

DATA REQUIRED FOR SDG 4

Thus for example to monitor the progress of SDG 4 the kind of data required are as follows:^[31]

1. All educational institutions including madrasa and vocational training in an area, in a district, and in the country. This data can be made available by chart and map format.^[32] Such information will give clarity. It will help to understand in which location the proportion is less and accordingly initiatives can be taken to increase the number.
2. The proportion of pupils in early primary education grades 2 or 3 achieving at least a minimum proficiency level in reading (4.1.1) in an area, in a district, and in the country. This data can be made available by chart and map format.^[33] Such information will give clarity. It will help to understand in which location the proportion is less and accordingly initiatives can be taken to increase the ratio.
3. The proportion of boys versus girls in early primary education grades 2 or 3 achieving at least a minimum proficiency level in reading (4.1.1) in an area, in a district, and in the country. This data can be made available by chart.^[34] Such information will give clarity. It will help to understand in which location the proportion is less and accordingly initiatives can be taken to increase the ratio.
4. The proportion of pupils in early primary education grades 2 or 3 achieving at least a minimum proficiency level in mathematics (4.1.1) in an area, in a district, and in the country. This data can be made available by chart and map format.^[35] Such information will give clarity. It will help to understand in which location the proportion is less and accordingly initiatives can be taken to increase the ratio.
5. The proportion of boys versus girls in early primary education grades 2 or 3 achieving at least a minimum proficiency level in mathematics (4.1.1) in an area, in a district, and in the country. This data can be made available by chart.^[36] Such information will give clarity. It will help to understand in which location the proportion is less and accordingly initiatives can be taken to increase the ratio.
6. The proportion of pupils at the end of primary education achieving at least a minimum proficiency level in reading (4.1.1) in an area, in a district, and in the country. This data can be made available by chart and map format.^[37] Such information will give clarity. It will help to understand in which location the proportion is less and accordingly initiatives can be taken to increase the ratio.
7. The proportion of boys versus girls at the end of primary education achieving at least a minimum proficiency level in reading (4.1.1) in an area, in a district, and in the country. This data can be made available by chart.^[38] Such information will give clarity. It will help to understand in which location the proportion is less and accordingly initiatives can be taken to increase the ratio.
8. The proportion of pupils at the end of primary education achieving at least a minimum proficiency level in mathematics (4.1.1) in an area, in a district, and in the country. This data can be made available by chart and map format.^[39] Such information will give clarity. It will help to understand in which location the proportion is less and accordingly initiatives can be taken to increase the ratio.
9. The proportion of boys versus girls at the end of primary education achieving at least a minimum proficiency level in mathematics (4.1.1) in an area, in a district, and in the country. This data can be made available by chart.^[40] Such information will give clarity. It will help to understand in which location the proportion is less and accordingly initiatives can be taken to increase the ratio.
10. The proportion of students at the end of lower secondary education achieving at least a minimum proficiency level in reading, as per nationally representative learning assessments (4.1.1) in an area, in a district, and in the country. This data can be made available by chart and map format.^[41] Such information will give clarity. It will help to understand in which location the proportion is less and accordingly initiatives can be taken to increase the ratio.
11. The proportion of boys versus girls at the end of lower secondary education achieving at least a minimum proficiency level in reading, as per nationally representative learning assessments (4.1.1) in an area, in a district, and in the country. This data can be made available by chart.^[42] Such information will give clarity. It will help to understand in which location the proportion is less and accordingly initiatives can be taken to increase the ratio.
12. The proportion of students at the end of lower secondary education achieving at least a minimum proficiency level in mathematics, as per nationally representative learning assessments (4.1.1) in an area, in a district, and in the country. This data can be made available by chart and map format.^[43] Such information will give clarity. It will help to understand in which location the proportion is less and accordingly initiatives can be taken to increase the ratio.
13. The proportion of boys versus girls at the end of lower secondary education achieving at least a minimum proficiency level in mathematics, as per nationally representative learning assessments (4.1.1) in an area, in a district, and in the country. This data can be made available by chart.^[44] Such information will give clarity. It will help to understand in which location the proportion is less and accordingly initiatives can be taken to increase the ratio.
14. The proportion of children under 5 years of age who are developmentally on-track in at least three of the four domains: literacy-numeracy, physical, socio-emotional and learning (4.2.1) in an area, in a district, and in the country. This data can be made available by chart and map format.^[45] Such information will give clarity. It will help to understand in which location the proportion is less and accordingly initiatives can be taken to increase the ratio.
15. The proportion of boys versus girls under 5 years of age who are developmentally on-track in at least three of the four domains: literacy-numeracy, physical, socio-emotional and learning (4.2.1) in an area, in a district, and in the country. This data can be made available by chart.^[46] Such information will give clarity. It will help to understand in which location the proportion is less and accordingly initiatives can be taken to increase the ratio.
16. The total number of students in the theoretical age group for pre-primary education enrolled in that level (4.2.2) in an area, in a district, and in the country. This data can be made available by chart and map format.^[47] Such information will give clarity. It will help to understand in which location the proportion is less and accordingly initiatives can be taken to increase the ratio.
17. The net enrolment rate in pre-primary education for boys versus girls (4.2.2) in an area, in a district, and in the country. This data can be made available by chart.^[48] Such information will give clarity. It will help to understand in which location the proportion is less and accordingly initiatives can be taken to increase the ratio.
18. Number of children enrolled in pre-primary education, Gender gap at pre-primary education, School life expectancy at pre-primary education, School life expectancy at pre-primary education, boys vs. girls should also be included as additional information (4.2.2).^[49]
19. The proportion of women and men who have access to affordable and quality technical, vocational and tertiary education (4.3.1) in an area, in a district, and in the country. This data can be made available by chart and map format.^[50] Such information will give clarity. It will help to understand in which location the proportion is less and accordingly initiatives can be taken to increase the ratio.
20. The proportion of men versus women who have access to affordable and quality technical, vocational and tertiary education (4.3.1) in an area, in a district, and in the country. This data can be made available by chart.^[51] Such information will give clarity. It will help to understand in which location the proportion is less and accordingly initiatives can be taken to increase the ratio.
21. Projections of population by education level should also be included as additional information (4.3.1).^[52]
22. The proportion of youth and adults with information and communication technology (ICT) skills (4.4.1) in an area, in a district, and in the country. This data can be made available by chart and map format.^[53] Such information will give clarity. It will help to understand in which location the proportion is less and accordingly initiatives can be taken to increase the ratio.
23. The proportion of men versus women (youth and adults) with information and communication technology (ICT) skills (4.4.1) in an area, in a district, and in the country. This data can be made available by chart.^[54] Such information will give clarity. It will help to understand in which location the proportion is less and accordingly initiatives can be taken to increase the ratio.
24. Ratio of female total net enrolment rate for all levels of education and vocational training to the male total net enrolment rate for all levels of education and vocational training (4.5.1) in an area, in a district, and in the country. This data can be made available by chart and map format.^[55] Such information will give clarity. It will help to understand in which location the proportion is less and accordingly initiatives can be taken to increase the ratio.
25. Ratio of female life expectancy for all levels of education and vocational training to the male life expectancy for all levels of education and vocational training (4.5.1) in an area, in a district, and in the country. This data can be made available by chart and map format.^[56] Such information will give clarity. It will help to understand in which location the proportion is less and accordingly initiatives can be taken to increase the ratio.
26. Ratio of female completion rate of all levels of education and vocational training to the male completion rate of all levels of education and vocational training (4.5.1) in an area, in a district, and in the country. This data can be made available by chart and map format.^[57] Such information will give clarity. It will help to understand in which location the proportion is less and accordingly initiatives can be taken to increase the ratio.
27. Parity indices (rural/urban, bottom/top wealth quintile and others such as disability status, indigenous peoples and conflict affected) for all levels of education and vocational training should also be included (4.5.1). Out-of-school children should also be included as additional information (4.5.1).^[58]
28. The youth literacy and numeracy rate of males aged 15 to 24 years (4.6.1) in an area, in a district, and in the country. This data can be made available by chart and map format.^[59] Such information will give clarity. It will help to understand in which location the proportion is less and accordingly initiatives can be taken to increase the ratio.
29. The youth literacy and numeracy rate of females aged 15 to 24 years (4.6.1) in an area, in a district, and in the country. This data can be made available by chart and map format.^[60] Such information will give clarity. It will help to understand in which location the proportion is less and accordingly initiatives can be taken to increase the ratio.
30. The adult literacy and numeracy rate of males aged 15 years and above (4.6.1) in an area, in a district, and in the country. This data can be made available by chart and map format.^[61] Such information will give clarity. It will help to understand in which location the proportion is less and accordingly initiatives can be taken to increase the ratio.
31. The adult literacy and numeracy rate of females aged 15 years and above (4.6.1) in an area, in a district, and in the country. This data can be made available by chart and map format.^[62] Such information will give clarity. It will help to understand in which location the proportion is less and accordingly initiatives can be taken to increase the ratio.
32. Literacy rates of younger vs. older generations should also be included as additional information (4.6.1).^[63]
33. The ratio of (i) global citizenship education and (ii) education for sustainable development, including gender equality and human rights, are mainstreamed at all levels in (a) national education policies; (b) curricula; (c) teacher education; and (d) student assessment.
34. The proportion of schools (primary, lower secondary and upper secondary) with access to electricity (4.A.1) in an area, in a district, and in the country. This data can be made available by chart and map format.^[64] Such information will give clarity. It will help to understand in which location the proportion is less and accordingly initiatives can be taken to increase the ratio.
35. The proportion of schools (primary, lower secondary and upper secondary) with access to basic handwashing facilities (4.A.1) in an area, in a district, and in the country. This data can be made available by chart and map format.^[65] Such information will give clarity. It will help to understand in which location the proportion is less and accordingly initiatives can be taken to increase the ratio.
36. The proportion of schools (primary, lower secondary and upper secondary) with access to basic drinking water (4.A.1) in an area, in a district, and in the country. This data can be made available by chart and map format.^[66] Such information will give clarity. It will help to understand in which location the proportion is less and accordingly initiatives can be taken to increase the ratio.
37. The proportion of schools (primary, lower secondary and upper secondary) with access to computers for pedagogical purposes (4.A.1) in an area, in a district, and in the country. This data can be made available by chart and map format.^[67] Such information will give clarity. It will help to understand in which location the proportion is less and accordingly initiatives can be taken to increase the ratio.
38. The proportion of schools (primary, lower secondary and upper secondary) with access to internet for pedagogical purposes (4.A.1) in an area, in a district, and in the country. This data can be made available by chart and map format.^[68] Such information will give clarity. It will help to understand in which location the proportion is less and accordingly initiatives can be taken to increase the ratio.
39. The proportion of schools (primary, lower secondary and upper secondary) with access to single-sex basic sanitation (4.A.1) in an area, in a district, and in the country. This data can be made available by chart and map format.^[69] Such information will give clarity. It will help to understand in which location the proportion is less and accordingly initiatives can be taken to increase the ratio.
40. The proportion of schools (primary, lower secondary and upper secondary) with access to adapted infrastructure and materials for students with disabilities (4.A.1) in an area, in a district, and in the country. This data can be made available by chart and map format.^[70] Such information will give clarity. It will help to understand in which location the proportion is less and accordingly initiatives can be taken to increase the ratio.
41. The volume of overseas development assistance (ODA) from all donors for scholarships (4.B.1) each year. This data can be available by chart.^[71] Such information will give clarity and maintain transparency.
42. The proportion of teachers in pre-primary education who are qualified (4.C.1) in an area, in a district, and in the country. This data can be made available by chart and map format.^[72] Such information will give clarity. It will help to understand in which location the proportion is less and accordingly initiatives can be taken to increase the ratio.
43. The proportion of teachers in primary education who are qualified (4.C.1) in an area, in a district, and in the country. This data can be made available by chart and map format.^[73] Such information will give clarity. It will help to understand in which location the proportion is less and accordingly initiatives can be taken to increase the ratio.
44. The proportion of teachers in lower secondary education who are qualified (4.C.1) in an area, in a district, and in the country. This data can be made available by chart and map format.^[74] Such information will give clarity. It will help to understand in which location the proportion is less and accordingly initiatives can be taken to increase the ratio.
45. The proportion of teachers in upper secondary education who are qualified (4.C.1) in an area, in a district, and in the country. This data can be made available by chart and map format.^[75] Such information will give clarity. It will help to understand in which location the proportion is less and accordingly initiatives can be taken to increase the ratio.

The sources of the data should also be made available for all the SDGs.^[76] This will ensure clarity and transparency.

CONCLUSION 

Under the leadership of the Honourable Prime Minister Sheikh Hasina, Bangladesh is striving towards the achievement of sustainable development, including SDG 4. If more systematic, organised and updated information is available of all the SDGs in a website, then it will give more clarity, it will increase efficiency, it will enable easy monitoring of the progress, it will also enable to form effective strategies, and achievement of the SDGs by 2030 will become a reality.

^[1] UN – SDG 4 <https://sustainabledevelopment.un.org/sdg4> accessed 21 December 2019

^[2] SDG Tracker <https://sdg-tracker.org/quality-education> accessed 04 May 2020

^[3] The Global Goals for Sustainable Development – Goal 4 <https://www.globalgoals.org/4-quality-education> accessed 05 May 2020

^[4] Bangladesh on the march towards Prosperity: Election Manifesto 2018 of Bangladesh Awami League <http://www.sdg.gov.bd/public/files/upload/5c324288063ba_2_Manifesto-2018en.pdf> accessed 10 December 2019

^[5] Bangladesh Awami League <https://www.facebook.com/awamileague.1949> accessed 06 May 2020

^[6] Ibid.

^[7] Ibid.

^[8] Ibid.

^[9] Ibid.

^[10] Ibid.

^[11] Ibid.

^[12] Ibid.

^[13] Ibid.

^[14] World Economic Forum <https://www.facebook.com/WEFvideo/videos/387569502148097/UzpfSTEwMDAwMzY1OTczMjExMToxNjc5MDE2MzYyMjMwMzM5/> accessed 15 October 2019

^[15] Bangladesh on the march towards Prosperity: Election Manifesto 2018 of Bangladesh Awami League <http://www.sdg.gov.bd/public/files/upload/5c324288063ba_2_Manifesto-2018en.pdf> accessed 10 December 2019

^[16] Bangladesh Awami League <https://www.facebook.com/awamileague.1949> accessed 06 May 2020

^[17] Desk Report ‘Results of primary scholarship out, 82,500 students get government stipends’ BD News 24 (19 April 2016) <https://bdnews24.com/education/2016/04/19/results-of-primary-scholarship-out-82500-students-get-government-stipends> accessed 07 May 2020

^[18] Bangladesh Awami League <https://www.facebook.com/awamileague.1949> accessed 06 May 2020

^[19] Ibid.

^[20] Ibid.

^[21] Bangladesh on the march towards Prosperity: Election Manifesto 2018 of Bangladesh Awami League <http://www.sdg.gov.bd/public/files/upload/5c324288063ba_2_Manifesto-2018en.pdf> accessed 10 December 2019

^[22] Ibid.

^[23] Ibid.

^[24] Ibid.

^[25] a2i – Access to Information <https://www.facebook.com/a2iBangladesh/videos/829355597588279/> accessed 13 May 2020

^[26] Bangladesh Awami League <https://www.facebook.com/awamileague.1949> accessed 06 May 2020

^[27] SDG Compass – SDG 4 <https://sdgcompass.org/sdgs/sdg-4/> accessed 05 May 2020

^[28] Ibid.

^[29] Ibid.

^[30] Ibid.

^[31] SDG Tracker <https://sdg-tracker.org/quality-education> accessed 12 May 2020

^[32] Ibid.

^[33] Ibid.

^[34] Ibid.

^[35] Ibid.

^[36] Ibid.

^[37] Ibid.

^[38] Ibid.

^[39] Ibid.

^[40] Ibid.

^[41] Ibid.

^[42] Ibid.

^[43] Ibid.

^[44] Ibid.

^[45] Ibid.

^[46] Ibid.

^[47] Ibid.

^[48] Ibid.

^[49] Ibid.

^[50] Ibid.

^[51] Ibid.

^[52] Ibid.

^[53] Ibid.

^[54] Ibid.

^[55] Ibid.

^[56] Ibid.

^[57] Ibid.

^[58] Ibid.

^[59] Ibid.

^[60] Ibid.

^[61] Ibid.

^[62] Ibid.

^[63] Ibid.

^[64] Ibid.

^[65] Ibid.

^[66] Ibid.

^[67] Ibid.

^[68] Ibid.

^[69] Ibid.

^[70] Ibid.

^[71] Ibid.

^[72] Ibid.

^[73] Ibid.

^[74] Ibid.

^[75] Ibid.

^[76] Ibid.

: The Writer is a Barrister-at-Law.