The role of pre-school education on learning achievement at primary level in Bangladesh

Abstract

This paper examines the impact of pre-school education on learning achievement at primary level in Bangladesh. Evidence from learning achievement test and household and school-related data were obtained from 7093 pupils attending 440 primary schools in Bangladesh. Findings suggest that a small proportion (15.3%) of primary school pupils attended pre-school. Pupils from educated parents and well-off families were more likely to attend. In principle, however, attendance at pre-school did not predict later learning achievement at primary level, but a range of socio-demographic, school-related and additional educational factors did have an impact. It is concluded that further research is warranted to examine the quality of pre-school provision offered in Bangladesh and the qualifications of professionals working with young children in these centres.

Keywords:

• pre-school education
• quality
• learning achievement
• Bangladesh

Acknowledgements

The author would like to thank the editorial board for their support, advice and assistance in the preparation of this paper. The data analysed and presented in this paper were kindly provided by Campaign for Popular Education. The Education Watch group members contributed a great deal to the preparation of the database. The Embassy of the Kingdom of the Netherlands, Swiss Agency for Development Cooperation, Oxfam-Novib of the Netherlands and BRAC provided support to this initiative. The author is most grateful for all of their contributions.