Educational Access and Quality Challenges in Achieving SDG-4 in Bangladesh: Evidence from Urban and Rural Communities

Abstract

Achieving the sustainable development goal (SDG-4) in the developing countries like Bangladesh is a great challenge. The goal is initiated to ensure inclusive and equality based quality education for all. This research examines the barriers to achieving SDG-4, focused on entrance to education and education quality. Information collected from 500 respondents, including students, teachers, guardians, policymakers and related parties from the urban and rural areas of the Mymensingh division. The research focused on five core aspects, including availability of schools, the reason for student dropout, quality of education, availability of modern teaching aids and the gender-related barriers for girls. For data analysis descriptive statistics are used, including frequency and percentage analysis. Research findings show substantial disparities between urban and rural areas. In overall, financial constraints, early marriage and child labor become the most significant reason for students to drop out from school, but lack of available modern teaching aids and dissatisfaction with quality education are prominent in rural areas. Despite notable progress, gender-based barriers are significantly affecting the entrance to girls’ education. This research emphasizes the specific policy intervention, extended teachers’ development activities and importance of more investments in digital education aids. This research provides valuable insights about policymakers and education stakeholders, who are interested in the advancement of quality education in Bangladesh in the achievement of SDG-4 in Bangladesh between 2023 and 2030.