1. Bangladesh AME EDUCATION SECTOR PROFILE

2. Education Structure Source: UNESCO Institute for Statistics Education System Structure and Enrollments 2006

3. Education Structure Source: World Bank EdStats Education Configuration and Enrollment Percentages % Gross Enrollments ClassificationLevel/GradeAges 2006 Pre-primaryPre-school 4-5N/A Pre-university Primary, grades 1-5 6-1193% Lower Secondary, grades 6-8 12-1460% Upper secondary, grades 9-1215-1731% Vocational secondary, grades 10- 1215-172% Tertiary Post secondary TVET18-22 7%* 2 year degree18-20 4 year degree18-22 * Includes all categories of post-secondary. Compulsory education in Bangladesh is from grade 1 to 5.

4. Education Access: Pre-university Since 2000, secondary enrollment rates have been declining. Source: UNESCO Institute for Statistics, World Bank EdStats * Primary data from 1990.

5. Education Access: Tertiary Source: UNESCO Institute for Statistics The majority of students attend diploma/certificate courses of study at the tertiary level.

6. Education Access: Gender Source: World Bank EdStats Girls gross enrollment at all levels except the highest has outstripped that of boys leading talk about a “boys left behind” phenomenon. Bangladesh has achieved the Millennium Development Goal of gender parity at primary and secondary levels.

7. Education Quality: Completion Source: World Bank EdStats Girls are far more successful at completing primary education than boys.

8. Education Quality: Testing Source: Bangladesh does not participate in any international student achievement exams such as TIMSS.

9. Education Equity: Income Disparities Source: World Bank 2003 The non-poor are most successful at attending school at any level in all geographic locations. The poor are most successful at attending primary education.

10. Education Efficiency: Expenditure Bangladesh uses the majority of its education budget to focus on secondary education improvement. Source: UIS

11. Education Efficiency: Repetition Source: World Bank EdStats, UNESCAP Bangladesh is inefficient in reducing repetition when compared to countries which spend similar amounts of public money on education.