Enhancing Access to and Retention of Girls and Women in Education and Gender Equity of

Teachers under the UN Joint Programme on Violence against

Women (JP VAW)

UNESCO Bangladesh

1

Content

Acknowledgements 1

Acronyms 2

Chapter 1 Introduction, background, objectives and methodologies 3

Introduction 3

Background of the study 4

Objectives and purpose of the study 5

Methodology of the study 6

Barriers encountered during the study 8

Ethical consideration 8

Chapter 2 Policies and program intervention for Accelerating Girls’ and

Women’s Education 9

Constitution, national and international obligations and GOB Policy 9

Chapter 3 Findings of the Study 11

Socio economic background of the learners 11

Secondary and higher secondary education in Bangladesh 13

Progress towards access, retention and completion of the learners at secondary

and higher secondary education 14

The rates of dropout, repetition and completion between Grades VI to X during

the year 2008 to 2012 in different Divisions 14

- Situation in Sylhet Division 15

- Situation in Khulna Division 16

- Situation in Rangpur Division 18

- Situation in Chittagong Division 19

- Situation in Dhaka Metropolitan city 20

The rates of dropout, repetition and completion between Grades XI to XII during

the year 2008 to 2012 in different Divisions 22

- Situation in Sylhet Division 22

- Situation in Khulna Division 24

2

- Situation in Rangpur Division 26

- Situation in Chittagong Division 27

- Situation in Dhaka Metropolitan city 29

Barriers to education (dropout, repetition and absenteeism and teacher’s inequity)

in the study areas 30

- Silent dropout 32

- Gender based violence 33

- Absenteeism and Repetition 34

- Support from home 35

School and college management policies and practices to reduce dropout, repetition

and absenteeism rates 37

Infrastructures, provisions and facilities 40

Teachers’ equity 41

Children with special needs and equity 44

Chapter 4 Necessary policies, strategies and interventions 47

Identified policies, strategies and interventions required to enhance participation,

and retention of girls and women in secondary and higher secondary education 47

References 53

Annexures

Annexure 1: General information of learner’s parent at the secondary level 55

Annexure 2: General information of learner’s parent at the higher secondary level 60 Annexure 3: Action Plan to Increase Retention of Girls and Women in Secondary and Higher Secondary Education 65

3

Acknowledgement

Advances in education enabled girls and women to participate in and contribute to their

family and communities and to economies more broadly. Higher education and quality

of education help change their lives, their standard of living significantly. But a persistent

cycle of disparities and teacher’s inequity faces girls and women in Bangladesh threaten

this realization. This study looked in to the barriers and problems of teacher equity to

education of girls and women. The study is directed towards both policymakers and

practitioners from Ministries of Education, local education authority, INGOs and NGOs,

as well as academics and other professionals in the field of secondary and higher

secondary education.

The District Education officers, Upazila Education Officers, and other officials at the

District levels, Chairperson and members of the school management committees and

college management committees, Head teachers and all other teachers of the

respective schools, Principal and lectures of the respective colleges and the relevant

staffs of those schools and colleges of the District Sunamgonj, Rangpur, Bandarban,

Khulna and Dhaka Metropolitan city deserved earnest thanks and grateful for their

sincere cooperation through creating congenial environment for interaction and focused

group discussion during information collection.

A heartfelt gratitude and thanks are deserved by all the students, parents, teachers who

gave up their valuable times to participate in discussion with patience and frankness.

The researcher would like to convey her sincere thanks to the UNESCO Bangladesh

office for reviewing the draft of this report and providing me valuable feedback, and for

their constant sources of encouragement at every stage of the research work.

4

Acronyms

BANBEIS Bangladesh Bureau of Educational Information and Statistics

BAF Bangladesh Air Force

CEDAW Convention on the Elimination of All Forms of Discrimination Against

Women

CHT Chittagong Hill Tracts

CMC College Management Committee

CRC Convention on the Rights of the Child

DoE Department of Education

EFA Education for All

FGD Focused Group Discussion

GBV Gender Based Violence

ICESCR International Covenant on Economic, Social and Cultural Rights

MDG Millennium Development Goal

MPO Monthly Pay Order

MoE Ministry of Education

MoW&C Ministry of women and Children Affairs

NER Net Enrolment Ratio

NGO Non-Governmental Organization

PLA Participatory learning and Action

PRSP Poverty Reduction Strategy Paper

PTA Parent Teacher Association

SMC School Management Committee

UN United Nations

UNDP United Nations Development Programme

UNESCO United Nations Educational, Scientific and Cultural Organization

UNFPA United Nations Population Fund

UNJPVAW United Nations Joint Programme to address Violence Against Women

VAW Violence against Women

VAW/G Violence against Women/Girls

5

Chapter One

Introduction

Since mid- 1990’s, development discourse acknowledge that investment on girl’s

education contribute significantly in achieving socio economic development. This

brought the education agenda in the forefront. Hence, national government, donor,

international organizations put high value and started to invest on girls’ education.

Promoting girls’ education has been a top international development policy priority of

the multilateral agencies and donor community – as is evident in almost every critical

international conference or rights document relating to development, gender and human

rights (Subrahmanian, 2006, p.18). The global commitments to achieving both the EFA

and MDG goals have particularly focused on meeting specific targets related to girls’

education in developing countries.

Much has been done at national and international levels to promote the agenda of

gender equality in education. The Millennium Development Goals have emphasized the

need for concerted efforts on gender equality in the education sector. Bangladesh is

one of the parties to international pledges of ensuring education as a fundamental

human right of every girl and boy. The government of Bangladesh has made

commitments in international forums. In Jomtien in 1990, like other developing

countries, Bangladesh made commitment to put necessary policies, plans and

programs in place and to mobilize resources to achieve the time-bound MDG and EFA

targets. However, gender inequalities in secondary and higher secondary levels of

education have remained a serious challenge in the attempts to ensure every child’s

right to education.

A large number of women in Bangladesh are deprived of education for various social,

economic and cultural reasons. Women’s subordinate position in the community and

substantial involvement in reproductive responsibilities limit their opportunities to be

educated, to gain knowledge and skills necessary to participate in social, economic,

cultural and political development. Inadequate educational attainment shrink their

potentialities of fostering awareness, skill and self-confidence for taking strong steps to

ensure human rights and to prevent violence against women and girls (VAW/G). The

existing passive role of women in development of the nation must be changed.

Organized, need-based and appropriate educational interventions for women

encompassing net enrolment, retention and completion are crucial in emancipating them

to participate in a balanced social advancement.

6

With the beginning of a number of new initiatives – including the Global Partnership for

Girls’ and Women’s Education and the High Level Panel on Girls’ and Women’s

Education for Empowerment and Gender Equality, both launched by UNESCO in May

2011 – there are generous opportunities to best bit and challenge barriers to gender

parity and equality for girls and women in education. It is now the appropriate time to

tackle the root causes of gender disadvantage, ensuring that the high level initiatives

translate into action leading to an equalizing of opportunities between girls and boys

through all these initiatives. Conducting systematic research on gender equality and

teachers’ equity would open up evidence based factors that challenge and indicate

ways to overcome those.

Background of the study

Gender parity and equality in education set up a basic human right; it is also an

imperative means of improving social, economic and democratic outcomes. Since 2000,

the biggest EFA successes are narrowing the gender gap in primary enrolment; at pre-

primary level, gender parity had already been achieved. Even so, like some other

countries, Bangladesh is still in jeopardy of not achieving gender parity in primary and

secondary education by 2015. The goal goes beyond numbers of boys and girls in

school. More needs to be done to ensure that all girls/women and boys/men have

equitable access to all educational opportunities and achieve equal educational

outcomes.

Secondary and higher secondary level of education is critical and central to

development as a whole. It provides insight, skill and capability to understand and to

participate in the development discourse. Gender disparity is narrowing in this level of

education than before. Nevertheless, despite utmost efforts made by the Government of

Bangladesh, i.e. fee-free and stipend program the Net Enrollment Rate (NER) for girls in

secondary level schools (school+ madrasa+ vocational) was 59.94 in 2011, leaving

millions of young women to face life without the foundation skills they need to earn a

decent living. Yet disadvantage in secondary school and higher secondary education –

in access as well as learning outcomes – is required to be prevented.

At tertiary level, disparities are far greater than at secondary level, with as few as six girls

for every ten boys in Bangladesh. Assuring equal treatment of girls and women within

school, college and tertiary level – that is providing a safe, secure and supportive learning

environment for all – and equal learning outcomes for helping them in building equitable

access to social, economic and political life in adulthood. Analysis of learning

assessments shows that there are notable gender differences in learning outcomes by

subject, which recommends that more needs to be done to prevent these gaps.

7

The negative effects of gender violence in schools goes beyond low enrollment and

retention rates, and for those girls who do stay in schools, the gender inequitable and

unsafe environment results in a less effective and empowering education. On the other

hand school-based interventions aim to address gender norms and equality early in life -

at a developmental stage when gender identities are constructed and can be shaped/ re-

shaped - before gender stereotypes become deeply ingrained in youth.

In the above mentioned critical situation UNESCO Bangladesh under UNJPVAW program

felt profound concern to initiate rights based action that enable girls, women and

disadvantage students to be resilient, to participate in attaining education, especially at

secondary and tertiary level to lead the social actions for preventing all forms of

discrimination and VAW/G and improving their standard of lives. It also felt needs to

promote the role of educational institutions and teachers- the key to bring necessary

changes to respond effectively to turn up education for all, especially for disadvantaged

group of pupil and respect for human rights in eliminating discrimination and VAW/G. With

this recognition, UNESCO, Bangladesh undertakes a study titled “Enhancing Access to

and Retention of Girls and Women in Education and Gender Equity of Teachers”.

Objectives and purpose of the study

This study was an effort to identify the socio economic and cultural factors, program

interventions and policies responsible for barriers to girls’ and women’s access and

retention to secondary and higher secondary education and those contributing to enable

them to attend and complete these two levels of education in Bangladesh. For these, it

investigates supply approach as outlined by UNICEF (2007) such as family earning,

provision of policy support, issues of safety and security, gender-aware and sensitive

educational institutions, such as schools, colleges, home from where students come. The

study also stresses promotion of resources in order to help girls break away from the

historically and socially imposed ‘culture of silence’ as outlined by Heward (1999a, p.10).

Furthermore, it looks in to Subrahmanian’s (2006) concern on ‘creating broader social

consensus’ about the importance of girls’ education and moves beyond ‘access

expansion measures’ to the achievement of much ‘broader individual freedom outcomes’.

The objectives of the study were to:

I. identify socio economic hindrances to girl’s education within the education

institutes as well as outside to enhance access to, and retention of girls and

women in secondary and higher secondary level of education in Bangladesh;

8

II. Identify appropriate ways and means for social standing of girls and women

through education;

III. Prepare an action plan to positively affect gender equity of teachers to combat

inequalities and obstacles for gender parity in education; and

IV. Develop advocacy strategy to begin implementation of action plan with the active

participation of the partners.

Methodology of the study

Literature review: The study reviewed briefly the documents on secondary and higher

secondary education programs and policy interventions. Constitutional obligations related

to education, especially secondary, higher secondary and women’s education, Monitoring

report on MDG, education Policy 2010 and other related reports on girls’ education were

reviewed by the study team. It also reviewed available reports on gender based violence,

discrimination, teacher equity in education institute and outside produced by UNESCO,

UN organizations, MOE, MOW&C and other related non formal organizations.

Locale of the study: This study was intensive and comparative in nature. It was conducted

in five Districts under five Divisions of Bangladesh. Earlier it was decided to conduct the

study within the prerogative areas of UN Joint Program on Violence (JP VAW). The

political flux situation during data collection period enforced researcher to collect

information from Dhaka Metropolitan city which was not within the prerogative areas of JP

VAW. The study covered 08 Upazilas and one Metropolitan city under five geographically

representative districts and areas focusing socio- economic barriers within the education

institutions and outside them. The study covered 18 secondary schools and 10 higher

secondary education colleges. The study covered only secondary schools and Degree

colleges in urban, rural areas and one Metropolitan city. Out of these 12 schools were

combined and the rest were girl’s schools only. Of the colleges 7 were combined and 2

were girls only. Learners of this study comprised from secondary and Higher secondary

level. There were about 12 per cent schools and 20 per cent colleges under public

management, the rest were MPO registered private educational institutes. The Divisions,

Districts and Upazilas are mentioned below.

9

Table-1: Area coverage and number of educational institutes under the study, 2013

Divisions Districts Upazilas Number of

schools

Number of f

Colleges

Khulna Khulna Fultala and Rupsha 4 2

Sylhet Sunamgonj Sunamgonj Sadar

and Derai

4 2

Rangpur Rangpur Rangpur Sadar and

Methapukur

4 2

Chittagong Bandarban Bandorban Sadar

and Balagonj

4 2

Dhaka

Dhaka Dhaka Metropolitan

City

2 2

05 Divisions 05 Districts 08 upazilas

01 Metropolitan City

18 10

Respondents of the study: As regard to enrollment, repetition and dropout all the learners

of the studied schools and colleges were covered in this study except two schools and

colleges in Dhaka Metropolitan city because of their too large sample sizes and because

they had more than one branch. In Viqarunnissa Noon School and College learners from

only ‘Day shift’ and grade six to ten comprise the sample, while from BAF Shaheen

College only Bengali medium students of grades six to ten were included. The socio

economic condition such as parent’s education and family income of all these learners

were examined during field survey. Standard sample representatives from girls and boys

learners from different grades were consulted through Focused Group Discussions

(FGDs) with specific attention to underprivileged, minority, disabled and ethnic group. A

large number of FGDs were conducted with teachers, parents, members of school and

college management committees, community leaders, District education authorities, local

government and local institutes and metropolitan authority of the selected Upazilas and

Metropolitan city under the respected Districts and Divisions. Only two girls who did not

have opportunities to continue secondary education and one woman who did not transit

from secondary to higher secondary level and their parents were interviewed to get first

hand experiences on reasons of discontinuation of their study cycle.

Above and beyond, discussions were held with the key personnel of government, gender

and education experts, relevant UNFPA and UN personnel. Male and female respondents

from different stakeholder groups i.e. teacher, learners, underprivileged and minority

group was discussed separately.

Tools and techniques: All the methods and techniques used for the study were

participatory and interactive. The study used mixed method, the combination of

10

quantitative and qualitative approaches to provide a more complete, finer and broader

understanding of the equity and equality in the teaching and learning process. Major tools

and techniques were used: FGDs, semi- structured interview, community meeting and

discussion using semi-structured questionnaire, guideline and checklist. ‘Pictorial card’

was used to increase the likelihood of obtaining more complete information on teacher

equity, gender and class based discrimination in education institutes and outside of that.

Participatory learning and action (PLA) techniques was used in two study areas with

teachers and students including underprivileged and minority group. It harnessed their

voice and participation to reflect the vulnerabilities and to identify issues of the action

plan. These were positively affects in gender equity of teachers in enhancing access and

retention of girls and women in education. In-depth semi-structured interviews were

conducted with the head teachers, principals and vice principals and class captains to find

out the intensity of the problems and the practical way of addressing them.

Information was collected from both primary and secondary sources.

Barriers encountered during study

Inadequacy, improper, irregular recording and documentation of data recording systems

in all educational institutes including Dhaka Metro city were major barriers for collecting

information smoothly and systematically. In almost all cases such as enrollment,

retention, dropout, completion rate etc. data were desegregated; in many issues data

were not kept year wise. In some cases due to inappropriate format, data on transfer,

failure and dropout were kept together. Sincere strives were made to assess different

records, such as transfer, admission and promotion record, attendance sheet,

memorization of class teachers, other elder teachers, accountants, registers of the

respective institutes etc. to bring consistency. Cooperation of district administration,

school and college authority and staff deserved appreciation in this regard. Since there

was long summer vacation, half yearly exams of the schools and admission in colleges

were going on, many schools and college authority denied to provide information.

Ethical considerations

An ethical and appropriately sensitive manner was adhered by the study team in

collecting the information on the sensitive issues like violence and discrimination at the

family, educational institutes and community, on marginalized group and on gender equity

among the teachers.

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Chapter Two

Policies and Program Interventions for Accelerating Girls’ and

Women’s Education

Constitution, national and international obligations and GOB Policy

The Constitution of Bangladesh recognized fully education as a (c) removing illiteracy

within such time as may be determined by law. National Education Policy 2010 Education

Aims and Objectives/Paragraph: 7. to remove socio-economic discrimination irrespective

of race, region and creed and to eradicate gender disparity; to develop non-

communalism, friendliness, global fraternity, fellow-feeling and respect for human rights”.

Paragraph: 8. “to create unhindered and equal opportunities of education for all as per

learners’ talents and aptitudes, irrespective of geographical, social and economic

situations to establish a society that is free from discrimination; to resist use of education

as a commodity to reap profits”. The Policy also declared that the gender issues are to be

incorporated into the textbooks. The Policy has quite properly addressed the need to

revisit teachers’ training to ensure that the training programs are more realistic and

effective.

In addition to such national obligations, the State of Bangladesh is committed to

international goals in education as set out in various declarations. Article 26 of the

Universal Declaration of Human Rights clearly expresses Universal Right to Education

and CEDAW provides gender-equitable education; the most significant expressions of

these rights are found in the Convention on the Rights of the Child (CRC, 1989), the

International Covenant on Economic, Social and Cultural Rights (ICESCR, 1966) and

the UNESCO Convention against Discrimination in Education (1960).

Government of Bangladesh committed ensuring gender equality in education in the

Dakar Framework for Action (2000), the Millennium Development Goals (2000), the

Beijing Declaration and Platform for Action (1995) and the World Declaration on

Education For All (1990), stated that “the most urgent priority is to ensure access to,

and improve the quality of education for girls and women, and to remove every obstacle

that hampers their active participation.” Bangladesh also aims to achieve the Millennium

Development Goals (MDGs) covering secondary enrolment rate of 95 per cent by the

year 2015. Despite these numerous treaties, states interventions for education are yet

undertaken as a development goal and not as a right. Hence, rights-based

understanding of education is critical to overcoming gender discrimination and to re-

12

orienting education towards the promotion of greater gender equality in society as a

whole.

Bangladesh is one of the low income countries where more girls are in secondary schools

than boys. This unique pattern is mainly due to stipends introduced in the early 1990s,

which provide fee-free secondary schooling and a payment to all girls in school except in

the largest urban areas. Other major projects undertaken by the government are Female

secondary school assistance project, Bangladesh: Secondary Education Sector

Improvement Project, Teaching Quality Improvement in Secondary Education Project I

and II, Secondary education Sector Development Project. Under the leadership of MoE

National Curriculum and Textbook Board (NCTB) implemented “Addressing Violence

against Women: Gender Responsive Programs in Education system of Bangladesh

(VAW)” with the technical and financial assistance from UNESCO, Bangladesh. The issue

of human rights and gender parity are included in seven textbooks of secondary

education; all other books will be changed gradually in the coming years.

Concerted programmatic efforts of both the government and private organizations have

produced a significant result in the field of girls’ education in Bangladesh. The girls’

stipend programme is an outstanding effort to address the poor rates of access, retention

and completion of girls’ education. Despite the priority accorded to education in the

country’s development strategy since independence in 1971 to deal with the problems of

access, equity and quality at all levels, progress towards achieving these goals has been

slow.

13

Chapter Three

Findings of the Study

Socio economic background of the learners

The twin curse of poverty and illiteracy, each being cause and effect of the other, and a

large population with a gradually growing economy served as hindrances to the

advancement of Bangladesh. The country alone has 49 million illiterates where half are

women; a lot of them are from disadvantaged, deprived and hard up families. The total

literacy rate (age 15+) in the country was 56.8, of which 61.3 per cent was male and

52.2% female (BANBEIS, 2010). The Gross and Net enrollment rate for secondary level

(school+ Madrasa+ Vocational) were 61.89 and 53.50 respectively. The rates for girls

were 66.91 (for boys 57.04) and 59.94 (for boys 47.67) in 2011.

Apart from Dhaka Metropolitan city, the study was conducted in four Districts under four

Divisions which were prerogative areas of UNJPVAW. The study, therefore, was

selectively conducted in poverty stricken areas. It was comprehensive in terms of the

diversities in culture, location, facilities; it covered most disadvantaged areas like

Sunamgonj in Sylhet Divisions as well as most advanced areas like Dhaka Metropolitan

city. Learners in the study areas inhabited from Muslim, Hindu, Christian, Buddhist, and

indigenous believers. The percentages of Muslim were overwhelmed in Dhaka, Khulna

and Rangpur, while majority of the learner from Chittagong were Christian and

Buddhist; a significant number of them comes from indigenous group. A substantial

number of learners in Sylhet came from believers of Hinduism.

Parent’s financial and social position has direct relationship with their children’s

education. The higher the parental position the greater the opportunity to achieve

learning outcome by the children. The socio economic perspectives covered only the

income levels of the family and education profile of both the parents. Levels of the

family income was not a detailed account, rather it observed at the satisfactory level in

bearing of all educational expenses, such as ‘not affordable’, ‘medium’, ‘moderate’ and

‘highly affordable’. As regard to parent’s education the study did not look further into

details of different levels, rather it was confined to ‘no education’, ‘primary’, ‘secondary

and higher secondary’ and ‘degree and above’.

Division wise analysis showed 30 per cent of the total learners in Sylhet had mothers

with no education (19 % father), while 70 per cent mother was literate (79 % father).

The corresponding figures for the other divisions were in Chittagong 39.9 per cent

14

mother (33.3% father) had no education while 60.1 per cent mother had education (

66.7% father) had education, in Rangpur 12 per cent mother (8 % father) had no

education as against 88 per cent literate mother ( 92 % father). In Khulna 29.5 per cent

mother (15.3% father) had no education while more than 70 per cent mother (84.70%

father) was literate. In contrast in Dhaka Metro only 0.23 per cent mother (no father

was found without education) was found without education while 99.67 per cent mother

was literate. The percentage of mother with highest level of education was 48.49 per

cent as against 73.79 per cent fathers in Dhaka Metro. The figures on level of education

and income of the parents at secondary level in different divisions are attached in

annexure 1 in this report.

As regard to level of affordability of bearing expenses of education by the parent at the

secondary level, Dhaka Metropolitan city had least percentage of not affordable (0.83%)

and medium affordable (18.28%) while it possess uppermost percentage of learners

from medium (36.47%) and highest level (46.42%). In Sylhet 42.5 per cent of the

learners belong to not affordable family while about 45 per cent belong to medium

affordable family. The percentages of moderately affordable and highly affordable

families were 9 per cent and 3 per cent respectively. In Chittagong 32.1 per cent of the

learners belong to not affordable family while about 30.9 per cent belong to medium

affordable family. The percentages of moderately affordable and highly affordable

families were 24.8 per cent and 12.2 per cent respectively. In Rangpur only 5 per cent

of the learners belong to not affordable family while about 38.3 per cent belong to

medium affordable family. The percentages of moderately affordable and highly

affordable families were 30 and 26.7 respectively. In Khulna 20.1 per cent of the

learners belong to not affordable family while about 55.4 per cent belong to medium

affordable family. The percentages of moderately affordable and highly affordable

families were 24.1 and 2.4 respectively.

The division wise analysis of the socio economic profile of the higher secondary

education learners shows - 15.5 per cent learners in Sylhet had mothers with no

education (6.5 % father) while 84.5 per cent mother was with education (93.5 % father).

The corresponding figures for the other divisions were in Chittagong 29.9 per cent

mother (23.4%) had no education while 70.1 per cent mother was literate (76.6% father)

was literate. In Rangpur 14.1 per cent mother (7.5% father) had no education as against

85.9 per cent literate mother and 92.5 per cent father. In Khulna 6.4 percent mother

(5.04 % father) had no education while 93.6 % mother (95 % father) was with education.

In contrast in Dhaka Metro city only 0.53% mother (0.29 % father) was found without

education while 99.49 mothers were literate. The percentage of mother with highest

level of education was 47.34 as against 74.79 fathers. The figures on level of education

15

and income of the parents at higher secondary level in different divisions are attached in

annexure 2 in this report.

As regard to level of affordability of bearing expenses of education by the parent at the

higher secondary level, Dhaka Metropolitan city had least percentage of not affordable

(0.23%) and medium affordable (16.28%) while it possess uppermost percentage of

learners from medium (38.47%) and highest level (45.02%). In Sylhet 29 per cent of the

learners belong to not affordable family while about 33 per cent belong to medium

affordable family. The percentages of moderately affordable and highly affordable

families were 26 per cent and 12 per cent respectively. In Chittagong 29.7 per cent of

the learners belong to not affordable family while about 30.5 per cent belong to medium

affordable family. The percentages of moderately affordable and highly affordable

families were 27.1 per cent and 12.7 per cent respectively. In Rangpur only 3.9 per cent

of the learners belong to not affordable family while about 30.5 per cent belong to

medium affordable family. The percentages of moderately affordable and highly

affordable families were 37.4 and 28.2 respectively. In Khulna 3.48 per cent of the

learners belong to not affordable family while about 28.73 per cent belong to medium

affordable family. The percentages of moderately affordable and highly affordable

families were 64.0 and 3.79 respectively.

Secondary and higher secondary education in Bangladesh

The secondary education system in Bangladesh consists of two levels―secondary

education (grades 6-10) and higher secondary education (grades 11-12). At the

secondary level there are two types of schools; one is Junior secondary (grades 6 to 8)

and another is secondary (grades 6 to 10). By management there are different types of

colleges; school and college, HSC level college, degree, and with honors. The total

number of secondary schools and school and college (school section) were 15391

(public 306) and 690 (public 11) respectively in 2011. Out of these only 306 and 11

schools/ colleges were under public management in turn. The total number of teachers

in these schools and colleges were 186266 and 15054. The corresponding percentages

for female teachers were 22.41 and 32.89. The percentages of female learners were

53.38 and 49.79 (BANBEIS 2012). These schools created demand for higher secondary

education institutions. For secondary and higher secondary education as a whole shows

the dominance of the non-government institutions, about 98 per cent of the institutions

belong to the non-government category. Although MPO registered educational

institutions are privately managed, a substantial part of their expenses is covered by

government salary subvention payments for teachers and staff and block grants for

construction and maintenance.

16

In the study 16.7 per cent schools was under government management that provide one

third of the total learners. The per cent of MPO registered schools was 83.3 which

provide enrollment to 64 per cent of the learners. The percentages of government and

MPO registered colleges were 20 and 80 respectively where private schools and

colleges has dominance over enrollment and learning of the learners.

Progress towards access, retention and completion of the learners at secondary

and higher secondary education

Secondary schooling is the state of transforming students to pursue higher education.

The significant increase in enrollments and higher completion rates at the primary level

led to higher enrollments at the secondary level in the last five years. The enrollment in

secondary schools appeared significantly increased in the recent years. In the same

way, enrollment in the higher secondary level also increased significantly.

The rates of enrollment at grade VI, surviving at the JSC and SSC were also found

increasing in all other districts both at secondary and higher secondary level. However,

except for two schools and colleges in the Dhaka Metro, the transition of the successful

learners from secondary to higher secondary and thereby their continuation of

education could not be assessed mainly due to spread over of the learners in different

colleges. Yet, the transition of the Dhaka Metro shows majority of the boys and girls

continue their education from pre- primary to higher secondary level in same institutes.

Despite the better results in both secondary and higher secondary level the situation

has become worse over time in terms of quality. Teachers at both the secondary and

higher secondary level and education experts expressed deep concern that a vicious

spiral continues at both level; secondary schools are getting weak learners from primary

level and viz a viz higher secondary colleges are receiving these weak learners.

The rates of dropout, repetition and completion between Grades VI to X during the

year 2008 to 2012 in different Divisions

The cohort dropout rate was constructed by using the "reconstructed cohort analysis

technique" suggested by UNESCO (UNESCO, 1994), based on actual data for five

consecutive years and assumptions, drawn from the actual data. The percentage of a

cohort of learners who enrolled in the Grade VI of secondary school education in a given

school year and who eventually reaches Grade X is the survival rate. The percentage of

passing Secondary School Certificate (S.S.C) exam is the completion rate of the

secondary education. The percentage of a cohort of learners who enrolled in the Grade XI

of higher secondary education in a given college year and who eventually reaches Grade

17

XII is the survival rate. The percentage of passing Higher Secondary Certificate (H.S.C)

is the completion rate of higher education certificate.

Situation in Sylhet Division

Of the total 590 learners who enrolled in grade VI in 2008, 88 per cent of girls and 80 per

cent of boys survived in grade VIII. Of them 67.4 per cent girl and 68.15 per cent boys

complete last grade and end with secondary school certificate (S.S.C) in 2013. The rate

of completion of secondary cycle was found slightly higher (0.75%) among the boys. this

shows slightly better consistency of boys’ education in Sylhet.

The rate of completion of secondary school education from grade VI to X (2008- 2013) in

Sylhet, 2013

The graph shown above reflects more dropout occur throughout junior secondary grades,

highest dropout occurs at grade VIII. Approximately 78 per cent of the drop-outs occur

before completion of the J.S.C examination. Repetition also occurred most at this grade,

then as they progress through the grades sharp reduction both in repetition and dropout

observed. The percentages of total dropout during 2008 to 2012 were 29 per cent higher

among girls (67.2) than boys (37.8). On the other hand the rate of repetition was also 59.8

percent higher among girls than the boys. The important reasons mentioned by the

respondents and teachers for the reduction of dropout and repetition were the confidence

of both the learners and parents; teachers also become active and motivated to hold them

up to complete the cycle. Schools as per their capacity arrange special classes on tough

subjects like English, Math and Sciences. Failure in model tests before sitting for J.S.C

0

100

200

300

400

500

600

700

2008 2009 2010 2011 2012

Total

Boys

Girls

18

exam caused repetition and dropout at grade VII. Those who complete the J.S.C exam

usually go on to sit for the S.S.C examination. Hence the number of dropouts significantly

falls down after completion of grade VIII. Other causes for dropout were poverty and child

marriage while poverty caused repetition most. Apart from the Dhaka Metro, similar trend

was observed in other divisions.

The Rate of repetition and dropout in secondary schools in Sylhet (2008-2012),

2013

Situation in Khulna Division

Of the total 610 learners who enrolled in grade VI in 2008, 68.4 per cent survived and

completed last grade. Of them 75 per cent was girls and 62.6 per cent was boys. The

rates of girls and boys who end with secondary school certificate(S .S.C) in 2013 were

49.3 and 56.4 respectively. The rate of completion of secondary cycle was found higher

(7.11 %) among the boys. This shows better consistency of boys’ education in Khulna.

The rate of completion of secondary school education from grade VI to X (2008-

2013) in Khulna, 2013

0

10

20

30

40

50

60

70

2008 2009 2010 2011 2012

Repeaters Male

Repeaters Female

Total Repeaters

Dropouts Male

Dropouts Female

Total Dropouts

19

As the graph shows, dropout occurs mostly at class X. This is due to the high dropouts

among the girls at class X. About 53 per cent of the female students’ dropouts occur at

class X, compared to only 18 per cent of the males. Male dropouts are consistent through

the grades. Both dropouts and repetition was found higher among boys throughout junior

secondary grades. Poverty was identified as main cause. Female students tend to

dropout and repeat in class IX and X more than other classes. The main reasons were

found early marriage, poverty and failure in grade VIII.

The rate of repetition and dropout in secondary schools in Khulna (2008-2012),

2013

0

100

200

300

400

500

600

700

2008 2009 2010 2011 2012

Male

Female

Total

0

10

20

30

40

50

60

70

2008 2009 2010 2011 2012

Repeaters Male

Repeaters Female

Total Repeaters

Dropout Male

Dropout Female

Total Dropouts

20

Situation in Rangpur Division

Of the total 480 learners who enrolled in class VI in 2008, 59.2 per cent girls and 71.4 per

cent boys survived in last grade; of them 41.1 per cent girls and 62.3 per cent passed

secondary school certificate in 2013 (S.S.C) exam. The rate of completion of secondary

education cycle was 21.2 per cent higher among boys. This reflects girls are still in risk of

dropping out and repetition. Boy’s education has significant improvement. Poverty, child

marriage and gender based violence were found major causes for this situation among

girls.

The rate of completion of secondary school education from grade VI to X (2008-

2013) in Rangpur, 2013

During 2008 to 2012 significant number of dropout occur among the learners. Dropout

was very high among girls, of the total learners who dropped out 81.4 per cent was girls

and 18.6 per cent boy. Dropout occur throughout the grades. Most of the dropout occur

from grade VIII to X for both girls and boys. The rate of repetition was also high among

girls (73.8%) as against 26.1 per cent for boys.

0

100

200

300

400

500

600

700

2008 2009 2010 2011 2012 2013

Male

Female

Total

21

The rate of repetition and dropout in secondary schools in Rangpur (2008-2012),

2013

Situation in Chittagong Division

Of the total 662 learners who enrolled in class VI in 2008, 83.8 percent survived in last

grade. Of them 84 per cent were boys and 82 per cent were girls. The rate of completion

of secondary education cycle was 2 per cent higher among boys than the girls.

The rate of completion of secondary school education from grade VI to X (2008-

2013) in Chittagong, 2013

0

10

20

30

40

50

60

70

80

2008 2009 2010 2011 2012 2013

Repeaters Male

Repeaters Female

Total Repeaters

Dropout Male

Dropout Female

Total Dropouts

0

100

200

300

400

500

600

700

2008 2009 2010 2011 2012 2013

Male

Female

Total

22

Most dropouts occur at the S.S.C level, with a total of 120 dropouts. Of them 47 of them

were boys and the rest were girls. Repetition follows no such pattern but still most

repetition was seen at the J.S.C level. Of the total dropouts just about 50 per cent were

among the girls and 50 per cent among the boys. Repetition among girls was a bit

higher at 55 per cent than the boys.

The rate of repetition and dropout at secondary education in Chittagong, 2013

Situation of Dhaka Metropolitan city

Of the total 655 learners (70.84 % girls) who enrolled in grade VI in 2008, 98.5 per cent

(99.6 % girls and 95.8% boys) of them survive, complete last grade and end with S.S.C.

The rate of completion of secondary cycle was found 3.8 per cent higher among the girls.

This shows better consistency of both the boys’ and girls’ education in Dhaka Metro. Due

to absence of recording system school authority could not say about the situations of rest

of the boys, but they said due to transfer they changed the school. But it is more likely

that they appeared from other school.

0

20

40

60

80

100

120

140

2008 2009 2010 2011 2012 2013

Repeaters Male

Repeaters Female

Total Repeaters

Dropout Male

Dropout Female

Total Dropouts

23

The rate of completion of secondary school education from grade VI to X (2008-

2013) in Dhaka, 2013

The situation of both repetition and dropout in Dhaka Metro city was quite different from

rest of the part of the country. There was no repetition and dropout occurs among the

boys while both the repetition and dropout was also lowest among girls- only 4.5 and 1.5

respectively in comparison to other study divisions. More significantly, it was mentioned

by the authority that the reason behinds girls’ repetition and dropout were mainly for poor

academic purpose rather than child marriage.

The rate of repetition and dropout at the secondary level in Dhaka Metropolitan

city, 2013

0

100

200

300

400

500

600

700

800

2008 2009 2010 2011 2012

Male

Female

Total

0

2

4

6

8

10

12

2008 2009 2010 2011 2012

Repeaters Male

Repeaters Female

Dropout Male

Dropout Female

24

Reasons behind the success mentioned by the learners, teachers and parents were the

confidence of the learners, active role of the schools and full cooperation from the parents

both financially and academically (such as tutoring). These schools and colleges had

large library with adequate books; much qualified and adequate number of teachers with

subject specializations. These schools and colleges hold weekly and monthly test, half

yearly examinations regularly; as the number of these test and exams added value

guardian becomes aware of preparing their children to have better result. Schools in

Metropolitan city made further scrutiny at the earlier stage of grade VII and arrange

special sections for the comparatively brilliants learners. However, special care was also

taken for the rest. This process continues till completion of S.S.C. The learners however

opined that all students should be treated in same line, otherwise rest of the students who

could not pass in initial scrutiny felt a bit depressed.

The better performance of the learners was also reflects the positive correlations between

learners’ performance and parents’ higher levels of education. It was reflects the positive

correlations between learners’ performance and parents’ higher level of income. In the

Metropolitan city both level of education and level of income were much higher than the

rest part of the study areas. Consequently, academic, financial and social network

supports of the learner’s homes from Dhaka Metro were found adequately supportive;

invest more for their children’s education. Most of the parents were found able to provide

proper food, nutrition and treatment and appropriate reading and homework environment.

Due to good academic record in the families parents were found encouraging and

rewarding their children, they instill expectation among the children. Most of the learners

mentioned that their parents made intellectual conversations; they also received more

books, notes, internet support from the families. During the summer special care and

support were found provided by the parents. There was least discrimination between

daughters and boys as regard to proving any support for educational attainment. Similar

trends were observed among the learners of the higher education level.

The rates of dropout, repetition and completion between Grades XI to XII during

the year 2008 to 2012 in different Divisions

Situation in Sylhet Division

Sunamganj is among the poorest districts of Bangladesh. In the recent past there has

been a surge in college education among the learners of Sunamganj, Sylhet. The

number of learners in grade XI rose from 541 in 2008 to 1104 in 2013, a 104 per cent

rise in just 5 years. The number of female learners in this times rose by approximately

134 per cent.

25

The rate of enrollment in Sylhet, 2013

As the number of learners gone up significantly, so has the number of dropouts. Most

dropouts occur at grade XI, those who complete grade XI but fail the H.S.C, usually

repeat class XII but there was little dropout as can be seen from the figures below. All

dropout levels are showing an upward trend, with female dropouts being more than their

male counterparts.

The rate of dropout in Sylhet,2013

Repetition among female leaners shows a slight upward trend, while repetitions among

the male learners are decreasing overtime. On the whole dropouts and repetitions were

0

100

200

300

400

500

600

700

2008 2009 2010 2011 2012

Male XI

Male XII

Female XI

Female XII

0

10

20

30

40

50

60

70

80

90

2008 2009 2010 2011 2012

Dropouts XI Male

Dropouts XI Female

Dropouts XII Male

Dropouts XII Female

26

0

20

40

60

80

100

120

140

160

2008 2009 2010 2011 2012

Repetition XI Male

Repetition XI Female

Repetition XII Male

Repetition XII Female

still a concern for Sunamganj, as they are both In the case of female learners showing

an upward trend. But the significant rise in the number of female leaners found

mitigating the situation to some extent.

The rate of repetition in Sylhet, 2013

Situation in Khulna division

Enrollment among both the male and female learners had gone up in the past four

years. While there was a slight fall in the male learners’ enrollment, female learners

experienced a gradual rise in enrollment.

The rate of enrollment in Khulna, 2013

0

50

100

150

200

250

300

350

400

450

2009 2010 2011 2012

Male XI

Female XI

Male XII

Female XII

27

Dropouts among both the male and female learners, in both grade XI and grade XII had

fallen over the past four years. Dropouts were not very high four years ago, hence the

fall in dropouts rates of about 40 per cent did not change the dropout number by a large

amount.

The rate of dropout in Khulna, 2013

Repetition too followed a downward trend in the past four years.

The rate of repetition in Khulna, 2013

0

5

10

15

20

25

30

35

2009 2010 2011 2012

Dropouts XI Male

Dropouts XI Female

Dropouts XII Male

Dropouts XII Female

0

5

10

15

20

25

2009 2010 2011 2012

Repetition XI Male

Repetition XI Female

Repetition XII Male

Repetition XII Female

28

Situation in Rangpur Division

Enrollment in grade XI had shown somewhat constant over the past four years.

The rate of enrollment in Rangpur, 2013

Dropouts among both male and female learners had fallen over the last few years, the

most significant fall can be seen among the female learners of grade XI, which was

about 40 per cent. Dropouts among female learners of grade XII had also fallen by

approximately 16 per cent.

The rate of dropout in Chittagong, 2013

0

100

200

300

400

500

600

700

2009 2010 2011 2012

Male XI

Male XII

Female XI

Female XII

0

20

40

60

80

100

2009 2010 2011 2012

Dropouts XI Male

Dropouts XI Female

Dropouts XII Male

Dropouts XII Female

29

Repetition in grade XII for both male and female learners seemed to follow a stochastic

trend but repetition in grade XI for both the gender are falling over the past four years.

The rate of repetition in Chittagong, 2013

Situation in Chittagong Division

There was a gradual rise in the number of both male and female college learners in the

Bandarban, Chittagong. The number of total college learner in the selected colleges had

go up by about 29 per cent in the last four years, with the number of female learners

going up by about 17 per cent.

The rate of enrollment in Chittagong, 2013

0

10

20

30

40

50

60

2009 2010 2011 2012

Repetition XI Male

Repetition XI Female

Repetition XII Male

Repetition XII Female

0

50

100

150

200

250

300

2009 2010 2011 2012

Male XI

Male XII

Female XI

Female XII

30

In the concerned time period the dropouts rates among the female learners had also

gone up by about 69 per cent in grade XI and about 15 per cent in grade XII. As the

bases of dropouts are quite low, these rises in dropouts’ rate were not of significant

concern, if they do not persist in the near future.

The rate of dropout in Chittagong, 2013

Repetition did not seem to show any trend; rather it seems to follow a stochastic trend.

The rate of repetition in Chittagong, 2013

0

5

10

15

20

25

30

35

40

2009 2010 2011 2012

Dropouts XI Male

Dropouts XI Female

Dropouts XII Male

Dropouts XII Female

0

5

10

15

20

25

2009 2010 2011 2012

Repetition XI Male

Repetition XI Female

Repetition XII Male

Repetition XII Female

31

Situation in Dhaka Metropolitan city

Data were taken from two prominent colleges of the Dhaka metropolitan city. As the

enrollment curves suggest, there were hardly any fluctuations in the number of learners

completing grade XI and enrolling in grade XII. Almost 99.5 per cent of the learners

enrolled in class XII from XI. The rest are neither repeaters nor dropouts, they mostly

take TC’s (transfer certificate) to go to a better school or has to change school as their

parents holds transferable jobs. On the whole the situation of Dhaka is in stark contrast

with the rest of the country.

The rate of enrollment in Dhaka Metropolitan city,2013

The rate of dropout in Dhaka Metropolitan city,2013

0

200

400

600

800

1000

1200

1400

1600

1800

2000

2008 2009 2010 2011 2012

Male XI

Male XII

Female XI

Female XII

0

5

10

15

20

25

30

35

40

2008 2009 2010 2011 2012

Dropouts Male XI

Dropouts Female XI

Dropouts Male XII

Dropouts Female XII

TC

32

The rate of repetition in Dhaka Metropolitan city,2013

Barriers to education (dropout, repetition and absenteeism and teacher’s

inequity) in the study areas

There are different forms of barriers to children’s right to education - e.g. barriers to

access, barriers to quality services and related curriculum, barriers to embedded social

norms and practices, barriers to retention and barriers to complete the education cycle in

a particular stage of schooling. Some of these barriers can easily be identified while some

are subtle and tacit. This study looked in to the barriers that are related to access,

retention, and completion rates especially, in regard to social norm and existing

interventions and service provision especially on girls’ and women’s education.

The Child Labor Survey revealed that 17.8 per cent children engaged in child labor did

not attend school as their parents were "unable to bear the educational expenses", eight

per cent were "weak" in education, more than two (2.4) per cent were physically

disabled, and four per cent did not attend school by the families’ choice. This study also

observed that parents’ inability to bear expenses and children’s involvement in labor as

leading cause for non- transition of learners from primary to secondary schools and viz-

a viz to higher secondary education. This was also identified as major cause for

absenteeism, repetition, dropout and non- completion of education cycle in these levels.

Respondents ranked early marriage of the girls as second major cause. Other major

causes were delinquency in and en-route to school, inappropriate policy and rules of the

education authority and system prevailing in the particular area/ institution,

0

0.5

1

1.5

2

2.5

2008 2009 2010 2011 2012

Repetition Male XI

Repetition Female XI

Repetition Male XII

Repetition Female XII

33

inopportunely physical infrastructure and services, unfriendly attitude and behavior and

inadequate quality of the teachers and of family choice not to send their children

schools and colleges.

Dropout in this study has various facets. A significant number of children dropout for

reasons of poverty – the parents are unable to bear the costs. These parents also

consider the opportunity cost. In the poor families almost all children have to extend

their support to family income even at the expenses of their learning opportunities; and

absence from these means loss of income for the survival of the family. In the rural

areas learners in general from schools and colleges as well as boys and girls were

found involved mainly in farm activities, in Bandarban, Chittagong they are involved in

Jhum cultivation. The learners also exploit other opportunities like stone raising, fishing

and in small trades in Sylhet division. Fish cultivation, prawn and fish processing, and

working in small industry was common in Khulna while in Chittagong, learners work in

the small shops. Tuition was common in all areas and higher among college students.

Except few, the learners in Dhaka Metropolitan city were found rarely involved in any

income earning activities.

The study observed gender segregated distribution of labor; most of the boys works for

wages and earn an income for the family while few girls were involved in cash income.

Girls mainly assist family members in post- harvest farm activities and had no cash

income except a few who are from hardcore poor and provide labor to others’ field.

Except rich and some moderate income group families girls generally help with

household chores, running errands, caring for the younger siblings and so on. Boys

were mostly involved in shopping, washing own clothes. Less than one per cent said

they help mothers in household chore. Learners said their absence from home for the

school/ college hours hampers these essential family activities; girls compensate when

the back home which lessen their opportunities to homework, reading and preparation.

When their involvements become most essential, it caused dropout. Working learners

also faces problems of taking necessary preparation for education; failures of that make

them aversive towards education. On the other hand push-out factors such as harsh

and un-friendly learning environments, absence of apathetic attitude of the teachers

towards working learners and peer problems lessen their presence in school.

Summer was found critical time for the educational development of learners. In

Bangladesh, paddy harvesting time in the country is from late April to 3rd week of May.

Study reveals almost 73 per cent of learners form rural areas got involved with post

harvesting activities; some, especially, boys from the poorer families got employment in

other peoples’ field and earn good amount of money while the rest help their parents.

About 40 per cent of the girls involve in earning income while others help their parents.

34

This is time both teachers, students, SMC members and parents mention as hard to

ensure learning and participation of learners in the school and colleges as well as in

home setting. About 95 per cent cannot turn up; therefore educational institutes at these

two levels in rural areas remain close. Summer vacation in the country is for 21 days and

it started from 3rd week of May and continues up to 1st week of June every year.

Learners from disadvantaged and poorer families experience greater losses in skills

during this time. Fewer resources, less parent attention, and more stress all influence the

performance of learners in schools and colleges.

Silent Dropout

Absence of or least presence of teacher’s equity, social marginalization, unfriendly

environment in schools and colleges are important factors that caused psychological

and intellectual absence of children in participation and learning process both at the

secondary and higher secondary level. Learners from poor families in general, learners

from disabled and marginalized family occupations in particular disclose that although

they are physically present in the class, but quite often they become psychologically

absent due to the negligence, negative attitude and underestimation by the teachers

and peers learners. Major reasons identified for this was the social perception regarding

the poor, marginalized and disabled learners. Secondly, most of them are ‘first

generation learners’, about one third of the learners have either both parents or one

parent without education while more than 60 per cent have mother and 40 per cent

have father with primary education. Inability of parents to guide and help their children

and the likely economic disadvantage of these families and learners of ethnic minorities

whose mother tongue is not Bangla, affect how the first generation learners perform in

school. Most of them are also unable to consult the problems their children face in

education with the teachers and SMC/CMC members. All these discourage them to

participate in learning process. Consequently, a number of them gradually withdraw

themselves from schools and colleges.

Private tutors for both secondary and higher secondary education learners have

become a norm. In moderate families learners take help of tutor in a large group while

the medium for short time generally before exam, the poorest are simply unable to

provide that support, thus learners who most needed extra help with their studies

received the least help from private tutoring. The help from tutor was found higher

among the Metropolitan areas, especially, better the school higher the numbers of

private tutors as their parents can afford. More than ninety two per cent of these

learners have tutors. Education experts and principals emphasize on specific research

on the contributing factors of educational performance regarding how much it is for

schools’ deliberation and how much for tutor and other support. In the situation where

35

classes are overcrowded, facilities are poor, along with absence of extra support from

parents and tutors to the learners to catch up create a vicious spiral of further lag, more

absence, poor performance, and eventual low performance, repetition and dropping out.

Gender based violence

Women and girls in general and underprivileged, minority and disabled in specific are

facing multifaceted difficulties to realize their fundamental rights to education, to get

access to, retention and completion of education cycle. Discrimination and violence

increases the possibilities of failure to achieve their goal of lives by the complex mix of

two factors - being a woman and being a member of the underprivileged and marginalized

community. Structural discrimination, traditional socio-cultural practices, negative attitude

of the service professionals, duty bearers towards these groups acts as a barrier to

receive care and services from the existing system. These limit their opportunities in

education, and skill development.

Incidences of sexual harassment such as back sound, filthy comments, stop rickshaw or

during travelling, awful messages through mobile en-route to every schools and colleges

every day is common. The study revealed that more than 78 per cent girls in schools and

more than 69 per cent of female learners in colleges face gender based harassments en-

route to and from school/ college. The types of harassment identified were offensive,

demeaning, and discriminatory comments, disgusting language, word and gesture

(targeting on intelligence, complexion, body structure etc.) by the boys/male learners.

Making back sound towards female students is common and unproblematic at school and

en-route to school pointed gendered violence that continued to predominate in school and

community settings. A few mentioned that mischievous boys in a group stop the vehicle

on the road and give nasty proposal to love and/or marry. Awful and horrifying messages

through Facebook and mobile phone were found common. Most of the girls and female

learners said they feel insulting and shocking; many said they felt vomiting to read it out

and can’t sleep well. Messages also come during classes which are mostly from peer

boys. Boys and male learners on the other hand also claim that they received messages

from girls. They said they like it but it caused disturbance in studying and sleeping.

Until schools/ colleges are guaranteed to be safe spaces for girls, this problem will

continue to have a huge impact on girls’ and women’s education. Major concerns came

out in this study about the fearful experience of girls’ en-route to and in school as well as

college and their self- esteem, and about the strong presence of gender stereotyping in

schools. Women teachers both in school and colleges face discrimination in most events

and activities.

36

Teachers, parents and learners admit that a number of learners quarrel and beat each

other during tiffin time, after school/college. This was found more common among boys

than girls and in schools than college. These create tension; canning is a regular practice

by the teacher to control these issues and maintaining strict discipline rather than

counseling. Learners disclosed they were also canned if they are late, don’t complete

homework etc.

Most of the learners irrespective of gender, grades, level (secondary and higher

secondary) from rural and urban schools, said ‘home’ is not children friendly too; they

face abuses and mental agony from the home too. Parents, especially, mothers in

general and especially from the better schools always keep them under heavy pressure

for best result. For the best learners it becomes unbearable to some extent. A number of

them feel sick and can’t sleep and take food properly- a majority of learners from Dhaka

Metro and substantial number of learners from urban areas in other division stated these.

Some parents put restriction on their children to watch television, movie, and to use

mobile. In one school teacher showed a secretive measure of keeping mobile phone; the

girl cut middle part of the pages of one of her thick note book for keeping her mobile

secured from parents. The teacher said this girl is an example of how many of the

guardians exercise over control on their children. Suspicion by the parents’ was

mentioned as another important cause that makes children’s lives awful. A significant

number of parents check bags, listen secretly the private conversations with

friends/classmates through mobiles.

A significant number of male teachers (female teachers too) in school/college premises

and in classroom conducts discriminatory and abusive behavior. Whipping by the

teachers for different purposes was also found as major concern for the learners.

Teachers and the members however, generally tend to deny the existence of any

violence or eve teasing in their school/ college premises. Most worried while a number of

them recognize these as normal behavior of male towards their female peers; ‘it is the

normal phenomenon of the age’ said respondents affirming that female students stop

coming to school in fear of GBV by their teachers.

Absenteeism and Repetition

The finding of the study roughly matched the official estimate of about 60 per cent

average attendance in classes of general schools. However, in top Metropolitan schools

the rate was almost 98 per cent. In Bandarban, Chittagong learners in one school stay up

to evening and complete home work in the school, it also has higher attendance rate.

Learners from poorer families attend the school but leave after launch due to empty

stomach and long distance. These children also need to help their parents in home.

37

Natural disasters such as floods and heavy rain caused disruption in school and

colleges and kept children from class, which affected the poor families more severely. In

the poverty school children avoid further as they cannot stay in classes where rainy

water drop over their body. In one school in Sunamgonj learners even cannot attend

school in strong heat since in few classes there is no roof.

Learners disclosed that a number of children from poor families are lagging behind in

lessons due to absence of adequate and appropriate reading place and time in home, of

those who are not able to do homework do not attend school due to fear of being

punished or abused for this reason. Teachers and SMC members were of the view that

the absence of parents' concern, support and guidance, as a major factor that led to

absence, repetition of years, and dropping out. Ill health and sickness was found

another important cause that kept children away from school, normally there was no

opportunity to make up and catch up in school unless they got help from parents and

private tutors.

Support from home

One of the most influential factors in learners’ achievement and in determining

educational equality is the family background of learners. There is a proven correlation

between the academic successes of parents with the academic success of their children.

Linked with resources, learners’ having adequately affordable family condition tends to

have more educated parents than students from poor economic family condition. This

explains to a home-life that is more supportive of educational success. Because, this

leads to learners receiving more at-home help, have more books in their home, attend

more libraries, and engage in more intellectually intensive conversations. Findings of the

study reflect that learners from poor family income group were behind in English, math,

verbal memory, vocabulary and reading achievement. These learners also have more

behavior problems. In the midst of teachers’ inequity in practice, this situation tends to

create ceiling on opportunities for the learners’ from poorer families. Both teachers and

learners admit that this is one of the reasons that academically better student with better

socio economic family utilize their academic achievement to attract teachers’ attention

and assistance more than the learners from poorer families.

About 70 percent of the learners face barriers to learning and participation within learning

institutes. Majority of them came from poor and moderate income group and have parent

with no education or primary education only. Most of them (78%) have inadequate

supportive environment at home such as absence of basic requirements like food,

nutrition, and sanitation. About 55 per cent learners attend schools as unfed or underfed

38

among the learners from poor family. Most of these learners come from rural areas.

These learners also face barriers as regard to the learning resources such as books,

paper, school dress etc. Absence of appropriate reading and homework environment,

absence of instilling expectation in life, absence of supplementary books and library

support and almost absence of social network weaken learners’ awareness and

aspirations to great extent. In most cases learners came from poor academic family

background.

During summer vacation only a few family provides extra care and support to the

learners. In about 29 per cent cases girls and women learners in the study areas were in

situations where their education is seen as less important than that of boys. Nevertheless,

boys and men learners also socially and economically face serious obstacle in access to

and in retention of education. Encouragement from the family practically means allowing

learners to attend school and inspire to complete education. However, in most cases it

was the mothers who inspire most, fathers usually more interested to engaging his

children, especially boys to involve in income earning activities. Family engagement in

academic and intellectually intensive conversations was almost absent. About eighty per

cent of the girls extend their active support to reproductive work.

For many learners the language of instruction is mostly inaccessible. In a number of

cases, teachers in schools and colleges use local dialect in their deliberations. Otherwise

it would be difficult for the learners to understand. This is good, however, be difficult to

cope with higher studies and labor market situation. Policy has to be directed at creating

conditions for active, successful learning within all educational institutes.

The recent and drastic increase of learners in secondary schools and consequently in

higher education has created another crucial factor in educational inequality and teachers’

inequity. As more and more learners come from families with poorer socio economic

background where parents are illiterate and/or where parents have primary level

education (even up to higher secondary level but not in continuing academic practices),

English is not spoken at home and work place. Similarly math is not in their practice either

at home or at work place. Learners from these families face struggle with overcoming the

English language and Mathematics barrier in addition to simply learning subjects. They

were found mostly lacking assistance at home because it is common for the parents to

not understand the work that is in English, mathematics, science, computer etc.

Access to proper nutrition and health care is highly important for the cognitive

development in the adolescence stage of life cycle. As mentioned earlier most of the

learners are not getting proper nutrition from the family. In absence of food and nutrition

support from the school and colleges learners turn over after lunch time is significantly

39

high among the learners from the poorer families which affect negatively on their learning

and participation.

The unreported, unvalued and invisible ‘gender role of the girls’ labor in the form of

household chores, agricultural and home-based work continues in the study areas. Boys

on the other hand do shopping and agricultural works; assist fathers in their occupations

like small trades, boating, livestock rearing, stone raising and carrying etc. The gender

role of the girls and women continues to be a major barrier to accelerating progress

towards achieving gender parity and equality in education. Even in the face of increased

enrollment in the secondary and higher secondary education, girls’ self-esteem and

confidence are often restricted by gender-stereotyped curricula, teachers’ low expectation

of girl students and an educational environment characterized by aggression, ridicule,

harassment or corporal punishment. The ‘gender role of the boys’ from the poor

households also hinders their opportunities in completing secondary and higher

secondary education. These ‘glass ceiling’ issues prevent students, especially, girls from

obtaining quality education and completing school. It is well established that education is

critical for the girls; educated girls do better than those who have not, in every aspect.

Therefore, it is imperative to address this opportunity cost of education within the broader

aspects of disparity and exclusion which affect their lives.

School and college management policies and practices to reduce dropout,

repetition and absenteeism rates

Throughout the study districts, school and college management authorities unanimously

proclaim that the rates of both repeaters and dropouts have reduced than before.

However, there was a tendency to deny its existence. In one school in Bandarban,

Chittagong led by Christian community, students were given free lunch and also have

provision of boarding limited number of learners, lessened the rates of repeaters and

dropout than before. However, it was found that extreme poverty along with other

barriers in the area still exists. In two top schools and colleges of Metropolitan Dhaka

city had no repeaters and only a few dropout. The reason there appeared early

screening of learners with poor background and weak academic performances of the

learners – both the direct and indirect cost of education in these schools/ colleges kept

learners from poor families away.

In both repetition and dropout cases however, learners have to be re- admitted; once re

admitted, the repeaters were given least special care. The study revealed repeaters and

dropout learners were not encouraged by both teachers and students in most cases,

and they psychologically felt discomfort to adjust with their junior peers. Some suffer

various forms of abuse including social isolation; bullying and harassment from teachers

40

and older learners too. Consequently, most repeaters felt insecure in the schools and

colleges and ends with dropout.

Existing practice claimed by the schools and college authorities revealed counseling,

free tuition fee, discussion with parents, PTA, SMC/CMC, home visit etc. But these

were irregular, not formal or in institutional inbuilt system. During discussion education

and gender experts, teachers and students mentioned different strategies for dealing

with absentees, repeaters and dropouts. The strategies mentioned in the report are not

in ranking order, rather as most priority areas depending on the situation and need of

the particular schools and colleges. An appropriate counseling team consists of

representative of teachers, SMC/CMC members and of parents can be formed in each

school and college who could identify the reasons and strategies. Education and gender

experts however mentioned that there should be students’ representatives in the team

who will state the needs of the students. Furthermore, they recommend forming ‘peer

group’ who can support and counsel their fellow peers in the school and in their nearby

home area. Parent Teacher Associations (PTAs) were found mostly inactive, either

infrequent meeting or absence of participation was acute. The PTA forums need to be

activated and be used to talk to parents about the need to retain learners at school.

Secondly, since many parents are unable to provide the basic educational needs that

would support learners’ learning, special coaching can be arranged for these students

so they could catch up with the lesson. Thirdly, keep provision of free tuition fee.

Fourthly, collaborations with parents for their cooperation, educating them on the need

for learners to stay and complete school. Fifth, engagement of the parents throughout

the secondary schools and colleges was identified as one of the important strategy to

stop absenteeism, repetition, and dropout. Because, in most cases it was the

negligence of parent, if they come and discuss with teachers and SMC/CMC members,

many problems such as financial crisis, fear of learners, eve teasing, early marriage can

be prevented to a great extent. Sixth, paying attention to children at risk was considered

very important. Gender, learners from poor families, have low academic skills, have

social marginalization due to professional background, have parents who are non-

literate or not high school graduates, have disabilities, speak English as a second

language, learners whose mother tongue is not Bengali, poor socio-emotional

development were identified as learners’ at-risk. Earlier identification of these learners

and counseling program for them and with their parent could eliminate many problems-

experts and teachers stated firmly.

Five teachers in different districts mentioned that they tried to visit homes of learners

and discuss with parents and found it effective to learners’ progress; they along with

others suggested ‘home visit’ by counseling team as most effective strategy that would

41

prevent absenteeism, repetition and dropout and enhance parents’ involvement. The

‘home visits’ help to check and encourage learners and parent and who stay away for a

week or more, who is not attending fearing of being punished due to unclear dues and

or poor preparation and performance, threats of delinquency to come back to school

and colleges. It also helps teachers to be more caring and supporting through knowing

the real fact behind reasons why learners were not in school/ college. A teacher related

an encounter with a learners that she had good performance but did not appear in

school for long time, when one teacher visited her she told stories of financial

difficulties, her father left her mother, later on her mother remarried, now her grand –

mother who is poor herself facing difficulties to bear her educational expenses. The

problem was solved through discussion with managing committee.

Readjustment of rules and regulation of the government was considered as one of the

most important strategy by all-learners, teachers, district education authority, gender

and education experts. In study areas, in cases of 70 per cent learners, earning income

or as family responsibilities in farm activities during harvesting time make it impossible

to attend schools and colleges during the summer vacation; rearrangement of summer

vacation to paddy harvesting time would reduce absenteeism of these huge learners.

One teacher said they with the permission of district education authority, school

management committee rescheduled vacation time in harvest time and found immense

benefit- both parent and learners were satisfied with the change. They stated this shift

of timing is merely a matter of responsiveness of the central authorities of the Education

Ministry towards learners -centered and in meeting area specific (rural-urban, poverty

stricken) requirement in the education policy and administration.

The existing system of teachers’ recruitment is faulty and centralized- they stated. In

MPO registered private schools and colleges for opening of new sections and recruiting

of teachers there should be more than 60 students in a given grade. The sanction and

approval process is lengthy, tough, weary and unpleasant. This decision should be

decentralized to the district administration authority as soon as possible. ‘Fund raising

program’ through community mobilization and motivation of local elites could minimize

the crisis of poor facilities such as financial support to the poor learners, improving

water and sanitation, building classroom, buying materials. For example, in Sunamgonj,

Sylhet, principal of Derai Degree college stated that they built one building in the school

with the assistance of non – residence Bangladeshis and named it as ‘Probashi

building’ (Foreign Dwellers building). Another building has been built with the assistance

of a renowned businessman and named on him and her wife ‘Ragib -Rabeya Building’.

In Khulna and Rangpur, some schools and colleges organized meeting with elite

persons and provided support to poor learners with their financial assistance.

42

As long term prevention, experts, District education authorities and teachers mentioned

that development of data system to keep track on dropout and repetition prevention

strategies and program. Invest in reducing class size and student-teacher ratios to

maximize meaningful students’ relationships with teachers in the schools and colleges. One of the important reason of dropout and non- enrollment of learners was identified

as parents’ choice; as parents as well as learners do not see any connection between

academic life and ‘real’ life they withdraw children from schools. Vocational and

technological education started from grade five and continues throughout the secondary

and higher secondary education that aimed in National Education Policy 2010 would

increase interest of both parent and learners. Income earning activities (within

permissible of child labor ) after school would retain children from poor families.

The secondary schools have on average a catchment area of 8.5 km each. Secondary

Education Sector Improvement Project (SESIP) aims at "expanding equitable access to

secondary education through provision in underserved areas and stipends for girls in

rural areas". In this study, catchment area for the secondary schools and colleges were

found ranging from 1000 yards to 12 km; in Metropolitan city there is schools and

colleges in an around of 1000 yards even, in Sadar Upazila in other districts schools are

within 2 to 4 km. In the rural areas on average 12 to 19 villages covered by each

secondary school; for colleges it is even higher. Schools are further facing other

problems such as in hilly areas it become difficult for the girls to attend school as they

have to come across up and down and slope with insecurity. Again in some areas

number of eligible students is much higher, parents rush to near- by school which put

the school difficulties to accommodate learners. These are more acute to girls, disabled,

ethnic and other minorities since security is still a major concern. The PRSP target is to

increase gross enrollment rates by 50 percent for all levels of secondary education; at

junior secondary level from 60 to 90 percent and at secondary level from around 45 per

cent to 66 percent. New schools and decentralized administrative policy on recruitment

could bring a big shift in this regard, especially in underserved areas and area-based

planning at the local level should help bring secondary schools closer to the homes of

children.

Infrastructures, provisions and facilities

Secondary schools and colleges in the rural and poverty stricken areas facing

inadequacy in number of institutions, classrooms and teachers, these leads to lessen

the quality of education. Sixty per cent of the secondary education institutions hold

inadequate physical facilities, such as roofs, walls, floors, doors, and windows, one third

were in poor condition and 20 per cent were in damaged or seriously broken-down

43

condition. About a half of the secondary and higher secondary institutes have science

laboratories but most lack quality and standard. Around 55 per cent of the institutions

have a library, but more than half of them were without adequate books; only 15 per

cent with a large collection of books. All institutions had electricity connections but it was

in no use due to power shortage of about 70 per cent schooling time. Inadequate

number of fan and light caused poor uncomfortable environment in the class. Almost

similar condition was observed in the colleges.

All schools and colleges were with separate toilet facilities for boys and girls; but in rural

areas it was seriously inadequate one for boys and one for girls, and one for teachers

which was found under lock. Furthermore 72 per cent of the toilets were in a seriously

unhygienic condition. This was also observed in one of the top schools in Metropolitan

city. Similarly all schools and colleges have more or less same situation. As regard to

safe drinking water each school/ college has tap or tube well but inadequate in number.

Well off learners bring water bottle, but learners from poor families’ are unable to

practice this. During menstruation period there is on average 3 days off from school and

two days from college for most of the girls in rural areas. In the metropolitan city there is

a provision in two schools that girl students develop a fund collecting money from the

girl students and buy material with that money and deposit to a female teacher and can

buy whenever they needed. Sufficient size classrooms with well light and ventilation and

with provision of student - centered activity and enquiry based method are needed for

ensuring quality education. These are also much required for attracting and retaining

learners.

Teachers’ equity

In recent years Bangladesh made progress towards the Education for All and

Millennium Development goals, including universal primary education and gender parity

at all levels of education. However, it seems that girls and women are still out of

secondary schools and higher secondary education. Particularly participation, retention

and completion of girls/women hard to reach and at risk of being excluded, marginalized

or otherwise disadvantaged in relation to education is not satisfactory. Greater equity

and inclusion in education are therefore now a priority concern in the country. ‘Equity is

related to securing all children’s rights to, within and through education so they can

realize their potential and aspirations (Wilson, 2003). It also involves putting into place

the arrangements to achieve these aims. Inclusion can be defined as in UNESCO’s

Guidelines for Inclusion: Ensuring Access to Education for All:

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Inclusion is a process of addressing and responding to the diversity of all learners

through increasing participation in learning, cultures and communities, and reducing

exclusion within and from education. It involves changes and modifications in content,

approaches, structures and strategies, with a common vision which covers all children

of the appropriate age range and a conviction that it is the responsibility of the regular

system to educate all children. (UNESCO, 2005).

Insufficiency of teachers along with their less qualification was found major challenge for

quality education for the secondary schools and higher education in rural areas. The

schools and colleges were overcrowded, with a teacher student ratio of 1:66 in

secondary and 1:57 in higher secondary institutions. Except Metropolitan city, there are

enormous shortages of female teachers in rural areas. In one school there was no

female teacher while 20 per cent schools had 1 or 2 female teachers. Eighty per cent of

the schools had 11 or less teachers while 21 per cent had 9 or less. At the higher

secondary level, on an average, 70 per cent colleges had more than 70 students per

teacher; over two-thirds had more than 50 students per teacher. The average teacher

student ratio in the studied colleges was 1:60.

A low level of academic achievement of teachers in secondary institutions was

widespread. Twenty four per cent of secondary teachers had bachelors’ degrees;

however, 57 per cent of the teachers had Bachelors with B.Ed. degree; many of them

had third divisions. Along with two top ranked private schools and colleges the

percentage of teachers with better academic degree were observed in the government

managed schools. All the teachers in government colleges have Masters with

Bangladesh Civil Servant (BCS) training.

Teachers play pivotal role in encouraging more inclusive, flexible and responsive ways

of deliberation learning. In the study areas most of them however, carry teaching and

academic traditions that support a less inclusive system of education. The absence of

adequate skill on participatory methods of learning, poor preparation of the teachers,

lack of commitment and attitudes of staff remain widespread and major causes of

student absenteeism, failure and drop out. Only head teachers in schools and principals

in colleges received training on management and administration. They along with other

30 per cent teachers have skill on specific subject like English, Mathematics, Bangla,

Physics, Geography, Computer operation etc. The Directorate of Secondary and Higher

Education has implemented the Teaching Quality Improvement in Secondary Education

Project (TQI-SEP) to enhance the quality of secondary education in Bangladesh. In total

67 per cent of the teachers avail this training; however, the number of TQI trained was

lower among the teachers in rural areas.

45

Teachers from government affiliated schools and colleges along with privately managed

Metropolitan city schools and colleges had received more training than the other private

school and colleges. The areas of training were mostly on subjects like English, Math,

Bengali, Science, geography, social science, computer, etc. Only a few teachers had

training on gender development. In B.Ed. course there is lesion on gender but is

inadequate. Male teachers far exceeded female teachers in getting training. No teacher

was found trained on inclusion and equity.

Nevertheless, both in schools and colleges qualified, trained, skilled teachers with

specialization on subjects concentrated in urban areas and significantly in Metropolitan

areas. Female teachers concentrated more in urban areas and in capital city. During

discussion teachers in general emphasized training on gender development,

participatory techniques, inclusion, creativity, and specialization on new subject matter

and advance course on respective subjects.

This study revealed higher turnover rate of teachers in the high poverty and remote area

schools as well as colleges; they had less qualified and less experienced teachers too. In

the absence of accommodation with insecurity in remote rural areas female teachers’

turnover rate was higher than male teachers. Consequently, in every subject area,

especially, in English, Math, computer, science subjects learners in these schools/

colleges were found taught poorly than other learners in least poverty and advance areas

educational institutes. All respondents in the study areas affirm negative consequence in

these institutes as regard to less access, higher repetition and dropout rate among the

learners. This is also widening the gap between learner of rich and learners of the poor

family. This crucial problem needs to be addressed immediately to ensure equality in

education sector.

Gender is one of the most fundamental ways of classifying people. Often, gender

expectations or stereotypes shape our thoughts and interactions with others.

Consequently, gender dynamics in the classroom as well as institutional culture

unexpectedly remain both apparent and often overlooked. The effect of gender on

classroom dynamics and institute management has become an even more prominent

topic of educational research and discussion nowadays. Despite the gradual recognition

that ‘gender’ influences academic text, teaching technique, patterns of behavior and

learning processes, teachers at secondary and higher secondary level in Bangladesh

address least the gender dynamics.

Absence of teacher’s equity, inopportunely class room accommodation, gender

insensitiveness among the teachers and high teacher students’ ratio limited the scope of

46

pointing out passive, shy, less competence, especially, underprivileged and female

students. These caused hindrances to maximize inclusion of students and limited the

opening of unhindered and equal opportunities of education for all as per learners’ talents

and aptitudes and irrespective of socio economic situations and gender identity. There is

no ‘code of conduct’ for teachers and staffs of school/college on gender sensitive

instruction and learning and to create enabling environment in the education milieu of the

country. These significantly require immediate action to challenge the economic, social

and cultural marginalization, discrimination and VAW/G in Bangladesh in order to

enhance access, retention and completion of girls and women through the learning

process.

Other important challenges exist at the institutional and personal levels include teachers’

limited confidence, self-efficacy, skill and their access to and completion of quality training

to build human resources of the nation efficiently. Furthermore, gender disparity among

the teachers caused as jeopardize for attaining quality education with parity and equity.

Student differences and motivation still play a key role in the equity. Ensuring equal

opportunities for all students thus might not ensure equal outcomes for all students,

especially for the female and marginalized students. Teachers, therefore, need to provide

more for these students to ensure their opportunities for success. Teacher’s strives to

compensate for societal biases by providing underprivileged and female students with

additional needed resources, care and responsiveness is vital for their expected outcome

from the education. To truly enact change, teachers need a deeper understanding of the

‘Teacher equity’, the ways in which gender, class, deprivation, underprivileged relate to

the everyday practices of teaching and to schooling. Equity as equality is about a concern

with assuring that all students irrespective of gender and class receive equal opportunities

from the beginning. The key for the equality approach to equity is to level the playing field

from the outset for both female and male as well as well off and underprivileged students.

In the above situation, national development planning and programme need to identify

and accord highest priority to education with quality at all level as a major intervention

strategy to eliminate poverty and inequality, to develop human resources in order to

improve the standard of living.

Children with special needs and equity

According to the Population Census 2001 2.84 per cent of the population below age 65

who have one or another disability. BBS Health and Demographic Survey 2000 (BBS,

2001) found that 6.04 persons per 1000 suffered some disability of physical or mental

nature. In the study areas only 0.45 per cent learner in the age group of 10 to 20 found

with physical disabled, those include challenged by physical disability such as impaired

47

vision, hearing and speech; difficulties in walking and one dwarf. There was one girl with

Vitiligo disease, this is neither communicable nor disability. The head teacher said that he

observed this girl never plays in the school and except a few other class mates don’t

make any social interaction with her. These children need special attention, care and

respect for achieving their human rights of fulfilling basic rights to receive education.

Discrimination due to social marginalization and norms to specific occupations, such as

children of maids, children of staffs working in lower grade job, of sex workers and

children from families involved hereditarily in barbering, in sanitation work was found

practiced in the education milieu. The study observed that whenever, learners of the

schools were asked about the disable students most of them giggled and look one

another with curiosity. Similarly, college student also looked with curiosity.

Although teachers generally said ‘student is student, when they enter in to school all are

equal’, with a few exception, in most cases (96 %) this was not in practice. Most of the

teachers found to be comfortable not to have any such learners in her/his school/

college. FGDs with teachers and SMC/ CMC members revealed minority girls learners

who completed ninth grade or passed SSC could not find any job in the community.

Even with education, eventually the children would end up working on the field. Parents

thus got discouraged and dropped their children even before they were enrolled in

secondary education. Though the prioritization of boys’ education over girls’ is

frequently the case in majority communities as well, the higher poverty rate of many

minority and indigenous communities translate that they are more likely to be forced to

make this choice.

Many minority and indigenous communities live in remote areas. Bad or non-existent

roads further make their journey dangerous, especially during seasonal rains. Tension

between Bengalis and indigenous people in hill areas of Chittagong exaggerate the

situation even more. All these disadvantaged minority girls whose parents as well as

community are unwilling for them to travel long distances alone. Minority, disabled and

disadvantaged poor girls as well as boys were found enrolled in school later than their

peers, so they were likely to miss large amounts of schooling. This has a negative

impact on their self-esteem; they are also likely to reach puberty in earlier grades. Lack

of adequate sanitation facilities was found to be a great barrier that made girls feel

uncomfortable and contribute less attendance and to their drop out eventually. Schools

where there is no female teacher or only one or two face much more difficulties.

Economic, social and cultural rights, including the right to education as set out in the

Convention on the Rights of the Child (CRC), must be implemented by states to ‘the

maximum extent of their available resources’ stated in Article 4. This translates that

importance for full implementation of the right to education for all, especially for poor,

48

disadvantage, minority, the Government of Bangladesh required continuous

improvement of the situation with systematic and comprehensive effort.

Teachers in general said children with special need usually do not participate in

institutional learning as they have to face many problems such as travelling, social

notions, less peer support. However, now there is two per cent quota provision for the

disable students, they therefore give admission to those who wanted. Only a few

learners from these groups with exceptionally brilliant result, who were self-motivated

and inquisitive got cooperation, attention from the teachers and management; rest were

usually backbencher, shy, and being asked almost no question by the teachers. Social

class divisions based on income class, and culture further aggravated the situation of

gender inequality in education. The degree of inequality in educational access and

retention of girl’s are further complicated if she belongs to an under-privileged social

group such as an ethnic minority, disability.

Equity and inclusion involve policies, planning, institutional structures, capacity,

partnership, coordination and effective monitoring achieve the right of all children to

education. Accessible, safe, secured and friendly learning environment is needed which

recognize and realize the significance of diversity of the learners and address their

needs and make efforts to reduce barriers to participation and learning of the girls and

women in education. All the necessary information on access, enrolment, retention and

completion of schooling, and the quality and outcomes of teaching and learning is a

prerequisite for bringing equity and inclusion effective education. An action plan has

been formulated in this study with the active participation of key stake holders such as

representative of learners, teachers, parents and SMC/ CMC members (Annexure 3).

49

Chapter Four Necessary policies, strategies and interventions

Identified policies, strategies and interventions required to enhance participation,

and retention of girls and women in secondary and higher secondary education

Bangladesh is obliged to make schooling available and to sustain such availability to

ensure the right to education of the children. It appears from the study that in rural areas

a school on average cover learners from 12 villages, the ranges were 10 to 20 villages.

On average a college covered learners from 16 villages; the ranges were 12 to 22. Poor

facilities such as overcrowded and inadequate classroom, insufficiencies in existing

classrooms and materials discourage learners. The reasons contributed to these were

shortage of schools and colleges in comparison to students passed in primary and

secondary level, rules and criteria for admission such as the government school and

colleges admits students with better grades result and the better schools have limited

seats, high admission and tuition fee, expenses for supportive resources like school

dress, tutor, materials, nearly absence of boarding facilities, insufficiencies in teacher’s

number, skills and abilities and poor equity practices etc. Appropriate policies are

needed to address several specific concerns, viz., (i) construction of new schools and

colleges and construction and expansion of classrooms, (ii) equitable policies for

admission and tuition fee in secondary and higher education in terms of access to

government schools only and in relation to fee-paying to private schools and colleges,

(iii) changes in subvention policies such as in opening of new sections, recruitment and

transfer of teachers in private schools, (iv) increase salary of teachers as it is far below

the standard.

Since 2007, the coverage of Government stipend is 30 per cent for the girls and 10 per

cent for the boys. These reflect that in the poverty stricken areas a significant number of

learner from poor families remain out of such support whose parents cannot afford the

cost of education. This constitutes a significant burden for the poor households to

continue the education of their children. Consequently, it has implications to girls’

education, they are likely to less enrolled and more dropout. A significant number of

learners reported that they attend schools without having food in the morning; they do

not have money to buy food during break. The percentages of such learners were far

more for boys than girls. Teachers said that it become impossible to retain these

learners after break. The stipend program may require to analyze further focusing to

learners most in need and to redress the inabilities of extreme poor to dispense with the

children’s contribution to survival of the family in terms of concentration of poor families

in different areas and regions.

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Present focus of increasing quantity at the primary education level hampered

significantly the adaptability of the education system on leading the learners to

secondary and to higher secondary education. The curriculum of primary education is

inflexible and inadequate with the fundamental aim of preparing the children for the next

level of education to which most of the children are unable to proceed. Life centered,

vocational and technology based education is necessary especially for the learners from

poor families. At the secondary and higher secondary level the demand of wage labor

for the learners in the poor family is higher. And it increases with the higher level of

education while the expense of education also increases. In addition to strengthening

existing program, other interventions like education with earning opportunities need to

be devised to redress the barriers of education faced by the learners form the poor,

disadvantage and girls.

Thoughtful and systemic level efforts is required to gradually address the socio-cultural

barriers that stance serious challenges to achieving targets for girls’ education in terms of

educational access, retention and teachers’ equity. The barriers to gender inequality in

education stems from deeply held values and culture of Bangladesh, such as the low

values assigned to girls’ education, which result in low investment to education of girls by

parents, households and communities. A strong preference for girl child marriage, mainly

due to patriarchal value structure and system, lack of security en -route to and from

school adversely affects the prospects of girls receiving education on an equal footing

with that of boys in secondary and higher secondary education level.

The issues that girls and women are under-achieving in secondary and higher secondary

education compared with the boys and men need to be seriously addressed. A policy

supporting girls’ entry into technical and vocational streams is necessary to encourage

girls to realize new possibilities and aspirations as a result of completing the primary

education cycle and continuing through secondary education.

Teachers need to be introduced to new thinking in order to overcome their own prejudices

about excluded learners in general and learners with impairments in particular.

Participation of civil society in the policy formulation process in education is necessary

to ensure effective implementation of the education programs. The existing system of

education management is highly centralized and the working mechanisms are

hierarchical in nature having vertical communication systems. As a result, the

interventions fall short of providing the social basis for creating sustained impact on

education. The existing mode of operation hardly reflects the fact that the efficiency and

effectiveness of the education system depend on its capability to cater to the realities

and specific conditions governing social and economic relationships. This has added

significance in Bangladesh where poverty is a major contributory factor leading to the

51

violation of the right to education. In such situations, although educational needs can be

strategically spelled out at the expert.

A thorough examination of the barriers with the effective participation of community

people is in high demand to undertake appropriate initiatives to improve the access,

retention, completion rate as well as reducing dropout rate. When asked girl and boys

for their ideas, they suggested a range of schemes: covering stipends to all poor girls

and boys, free tuition fee, improving school facilities such as space in classroom,

material, water and sanitation, improve transportation, changing attitude and behavior of

the teachers, create awareness among parents and communities; effective community

involvement to stop all sorts of delinquency en-route to and from school and in the

school. Awarding to community people and law enforcement agencies who set

examples stopping eve teasing and abuse would provide encouragement for others –

they mentioned. They also pointed out the need for boarding facilities with affordable

cost for the poor in the education institutes. The learners from the college emphasized

more on hostel accommodation.

Prevailing discrimination, worry about possible violence and its worst consequences,

given less attention by teachers and their negative perception to the girls, poor, and

minority group marginalize them in the class and education milieu - these also reinforce

low self –esteem. Stereotypical views of minority communities, combined with these

views of girls, have a double impact on minority, disabled and socially marginalized

girls. Negative assumptions about their family background, about their academic

performance lead to low expectations and therefore a lack of encouragement from

teachers. The linguistic minorities whose language used in education are not their

mother tongue was found facing more acute problem. It was also found problematic for

those also whose mother language is Bengali but habituated with local dialect such as

in Sylhet and Chittagong.

The immediate strategies recommended in different FGDs with stakeholders are for

enabling a community, stop violence and delinquency; ensure stipends coverage for the

learners from the poor families, boarding and sanitation facilities, more sections in

schools and colleges with adequate and quality teachers and new secondary schools to

closer the distance from home.

Longer-term strategies include support to school management committee to enabling

them to perform efficiently, learner-centered and appropriate teaching, safe learning

environments, inclusion of history, culture, experience of indigenous, disabled and

minority learning and education in the textbooks, gender sensitive curriculum, textbook,

52

teacher education and training, increase number of ethnic minority teachers, vocational

education and microfinance for higher education etc.

Specific strategies to improve teachers’ equity and to ensure equality in classroom and

educational institutes for social inclusion of minority and indigenous girls as well as boys

include the training of teachers on anti-discrimination, inclusion and participation, on

gender sensitivity and the particular needs of minority and indigenous girls. Procedures

should be put in place for complaints of discrimination to be investigated impartially and

disciplinary measures taken against perpetrators of discrimination or violence, whether

they are teachers, fellow learners, or strangers.

In the hill area teachers and the members of the SMC stated emphasis on value in

including Indigenous knowledge and education in the public school system. This will

benefit learners of all backgrounds by giving them exposure to Indigenous education, as

it can contribute to reducing racism in the classroom and increase the sense of

community in a diverse group of students.

Bangladesh achieved tremendous success in access, and significant progress in

retention and completion at the primary level. Apart from Dhaka Metro and a few learners

from urban areas, most of the learners in secondary schools and in higher secondary

education in the study areas unanimously mention that they are facing difficulties with

mathematics and English. Teachers consistently opined that they are facing serious

problem with Math and English performance of the student. In a number of cases,

teachers have to manage additional classes for the grade six students on English to

enable the students to cope with the standard of grade six. Similarly, teachers have to

start with simple Math. Nevertheless, it becomes difficult to overcome weaknesses that

have been developed over the years in primary stages.

This is one of the major reasons mentioned by both the students and teachers for

repetition and dropout in different grades of secondary education. This has impact at the

higher secondary education too. This situation along with overcrowded students and poor

classroom accommodation weakens the potentiality of teachers’ equity significantly –

teachers mentioned consistently. This state, demands highly to focus on the

transformative purpose of education in Bangladesh. The ‘Success’ in the primary

education, the basic of the education needs to be redefined in order to assure quality and

optimize impact. Both girls and boys attending school need to be meaningfully involved in

the learning process, experiencing and feeling a sense of accomplishment to achieve

their target of higher education.

Since 1987, the government of Bangladesh started ‘Stipend’ program for all the girls

students at the secondary level and gradually expanded up to higher secondary

53

education. But the quantity of the students under stipend program cut down to only 30 per

cent for girls in both levels from 2010. However, government introduces 10 per cent

‘Stipend’ for the boys in both levels. High proportion of the girls and the boys comes

from poor economic households in the poverty afflicted study areas. A significant number

of learners disclosed unfed or underfed state along with long distance, long travel time

and poor transport facilities en-route to schools and colleges hindered significantly their

attendance in the school and attention in the learning process. A significant number of

them become frequently sick during schooling and learning. Considering the prevailing

situation, the government of the country needs to know whether girls (also boys) from

specific backgrounds are deprived of the incentive programs and of the quality education.

The quality aspects need to be ensured. Concerted programmatic efforts of both the

government and private organizations have produced a significant result in the field of

girls’ education in Bangladesh. The girls’ stipend programme is an outstanding effort to

address the poor rates of access, retention and completion of girls’ secondary and higher

secondary education. The present focus on quantitative targets has been achieved to a

significant extent. Achievement in enrolment, retention and completion rates of the girls’

student at different grades throughout the study areas in recent years are awe-inspiring.

The growing demand to attend and participate in schools in the one hand and the

increasing rates of retention and completion on the other hand heavily pressed for

quantity of schools, adequate classroom and space for the learners. Equally, these raised

further demands on reducing teacher- student ratio, standard deliberations and improved

health and hygiene condition and recreation facilities.

But the quality of education at all grades is greatly in threats both among girls and boys.

The underlying major causes are policy driven as well as program interventions.

Excessive focus on the quantitative target with inadequate and inappropriate focus on the

quality, for example lack of coordinated efforts in policies and program interventions, top

down and centralized policy approach puts both girls and boys in a disadvantaged

position. These are also negatively affects students’ tracking up of education at higher

secondary and tertiary levels as well as their participation in the labor market in the longer

term. Inadequate quantity of educational institutes and classrooms, spaces in classrooms

as well as inappropriate methods and aids of teaching, both in the schools and colleges

were found incapable of and inappropriate for providing accommodations to the students

in all grades. High student- teacher ratios in every grade are merely inappropriate for

interactive learning. These situation significantly challenged teachers’ equity in class room

situation as well as in educational milieu.

Another alarming challenge in achieving secondary education performance is the

declining trends of boys’ participation in this stage. Less access, less sustained

54

attendance and learning and less completion of education by the boys compared to

previous years and with females in same years will give rise to an imbalance situation in

the society. At present, challenge is to go beyond parity, and to broaden the focus

towards gender equality in education. More importantly, the education sector has

enormous potential to challenge and transform structural factors, stereotype social norms

and existing power relations that hinders equality in education; it influences the

acceptance of gender equality as a fundamental value and human right in society. More

practically: the education is long been shown to be a driver of economic and social

development. Gender equality in education aims at ensuring the unbiased and equitable

treatment of all girls and boys, women and men in the entire system.

The existing policies that favor girls most in education seemed fruitful in addressing

barriers to girls’ education. However, it appears incomplete and fails to address the issue

of equality in learning outcomes and further opportunities of the boys of the poor segment

of the country. The Government of Bangladesh may need to reformulate its policies

related to gender education and gender equality. Government should best bit the need for

catching the live experience of both boys and girls while they go through the educational

process rather than only focusing on the issue of gender parity alone. Reformulation of

their policies related to stipend, admission fee and other related opportunities required

highly.

The National Curriculum and Text Board (NCTB) of Bangladesh with the assistance of

UNESCO Bangladesh conduct a project titled Addressing Violence against Women:

Gender Responsive Programs in Education of Bangladesh”. Under this project 14

textbooks at the secondary level were reviewed in order to make those books gender

responsive. The evaluation of the project showed that there is dire need to initiate

teachers’ curricular and students curricular reforms and review of all the text books so

that the curriculum and text books for the entire spectrum of schooling from primary

education to tertiary level as well as teachers’ education fully and properly addresses the

issues of gender parity, gender equality and teacher’s equity. Furthermore, building

capacity of the teachers on the delivery of learning with gender responsive manner is

pertinent to address the gender equity and to maintain teachers’ equity properly. In the

education sector, teachers’ equity not only pertains to women’s empowerment in the

social, economic and political spheres but also with regard to addressing the issues of

social and class discrimination and social status, participation of the disadvantage

peoples as a whole in the income and employment and in the decision-making at various

levels of development.

The present study observed severe lacking of most essential facilities in almost all

schools and colleges, such as classrooms, drinking water, latrines, facilities for

55

managing menstruation and poor or lack of school/ college wall boundaries. Lecture

almost without milking facilities was found only methods followed by the teachers. The

scope of group works, group discussions are almost absent due to over crowded

students in the classes. Blackboards used in these educational institutes are poor in

quality and difficult to watch by the back bench students. All these act as barriers to

girls’ and boys’ education. Provision of such facilities, therefore, must be made an

integral part of school development policies, plans, programs and projects/schemes

References

BANBEIS - Bangladesh Bureau of Educational Information and Statistics, 2012, Dhaka.

Barker, G et al, 2007. Engaging men and boys in changing gender-based Organization in

collaboration with Institute Promundo, Geneva.

Barakat, Abul and others. 2008. Situation Analysis of Chittagong Hill Tracts in

Bangladesh, Save the Children, UK Human Development Resource Center, Dhaka.

Central Intelligence Agency .2012. “Bangladesh”. The World Factbook. Langley, Virginia.

GoB, 2003. Education for All: National Plan of Action II 2003-2015 (Fourth draft), Dhaka,

Bangladesh.

Heward, C. (1999a). Introduction: the new discourses of gender, education and

development. In C.

ILO/IPEC (2008) Combating Child Labor through Education

Kaufman, M, 2003, The AIM Framework: Addressing and involving men and boys to

promote gender equality and end gender discrimination and violence. Prepared under

contract with UNICEF.

Mujeri, Mustafa K.2010. The Bangladesh Development Studies, Vol. XXXIII, March-

June 2010, Nos. 1 & 2.

NCTB. 2011. “Gender Based Violence against Girls in Education Environment”, Dhaka.

Pam Sammons and Linda Bakkum.2011.Effective Schools, Equity and Teacher

Effectiveness: A Review to the Literature, University of Oxford, Department of Education.

56

Park-Higgerson HK, et al. 2008. ‘The evaluation of school-based violence prevention

programs: a meta-analysis’, J Sch Health. 78: 465-479.

Peters, S.J. (2004) Inclusive Education: A Strategy for All Children (World Bank

publication).

Subrahmanian, R. (2006). Mainstreaming Gender for Better Girls’ Education: Policy and InstitutionalIssues. Issues Paper. Kathmandu: UNICEF ROSA/UNGEI. UNESCO (2005) Guidelines for Inclusion: Ensuring Access to Education for All

UNESCO (Bangkok) (2004) Toolkit for Creating Inclusive, Learning-Friendly

Environments

UNESCO.2012. Education for All (EFA) Global Monitoring Report, 2012.

UNICEF .2006. The State of the World’s Children 2007, South Asia Edition. Women and Children: The Double Dividend of Gender Equality. Kathmandu: UNICEF ROSA. UNICEF (2007). Basic Education and Gender Equality: The Barriers to Educating Girls. http://www.unicef.org/girlseducation/index_barriers.html. Accessed 16 July 2013. UNICEF.2008.Equity and inclusion in education: Tools to support education sector planning and evaluationApril

USAID, 2003. Unsafe Schools: A Literature Review of School-Related Gender- Based

Violence in Developing Countries.

Verma, R. et al. 2011, School based approaches to violence prevention – an regional

exchange’ Ha No, 9 – 10 August.

http://en.wikipedia.org/wiki/List_of_countries_by_literacy_rate (date: 19 march 2013)

http://www.banbeis.gov.bd

57

Annexure 1

General information of learner’s parents at the secondary level

Figure1: Level of parent’s education in Sylhet, 2013

Figure 2: Level of parent’s income in Sylhet, 2013

0

200

400

600

800

1000

1200

1400

1600

1800

Father Mother

No education(can sign)

Primary

Secondary& Higher Secondary

Higher education (Degree and above)

0

200

400

600

800

1000

1200

1400

1600

Yearly income level of parents (to support education)

Not affordable (Less than Tk. 50,000 )

Medium affordable (up to 1 lac 50 thousand)

Moderate affordable (up to 4 lacs)

Highly affordable ( 4lacs and above)

58

Figure 3: Level of parent’s education in Khulna, 2013

Figure 4: Level of parent’s income in Khulna, 2013

0

200

400

600

800

1000

1200

Father Mother

No education(can sign)

Primary

Secondary& Higher Secondary

Higher education (Degree and above)

0

200

400

600

800

1000

1200

1400

Yearly income level of parents (to support education)

Not affordable (Less than Tk. 50,000 )

Medium affordable (up to 1 lac 50 thousand)

Moderate affordable (up to 4 lacs)

Highly affordable ( 4lacs and above)

59

Figure 5: Level of education of parents in Rangpur,2013

Figure 6: Level of income of parents in Rangpur,2013

0

200

400

600

800

1000

1200

1400

1600

1800

Father Mother

No education(can sign)

Primary

Secondary& Higher Secondary

Higher education (Degree and above)

0

200

400

600

800

1000

1200

1400

Yearly income level of parents (to support education)

Not affordable (Less than Tk. 50,000 )

Medium affordable (up to 1 lac 50 thousand)

Moderate affordable (up to 4 lacs)

Highly affordable ( 4lacs and above)

60

0

100

200

300

400

500

600

700

800

900

Father Mother

No education(can sign)

Primary

Secondary& Higher Secondary

Higher education (Degree and above)

Figure 7: Level of parent’s education in Chittagong, 2013

Figure 8: Level of parent’s income in Bandarban, Chittagong, 2013

0

200

400

600

800

1000

1200

Father Mother

No education(can sign)

Primary

Secondary& Higher Secondary

Higher education (Degree and above)

0

100

200

300

400

500

600

700

800

900

1000

Yearly income level of parents (to support education)

Not affordable (Less than Tk. 50,000 )

Medium affordable (up to 1 lac 50 thousand)

Moderate affordable (up to 4 lacs)

Highly affordable ( 4lacs and above)

61

Figure 9: Level of parent’s education in Dhaka Metropolitan city, 2013

Figure 10: Level of parent’s income in Dhaka Metropolitan city, 2013

0

500

1000

1500

2000

2500

Father Mother

No education(can sign)

Primary

Secondary& Higher Secondary

Higher education (Degree and above)

0

200

400

600

800

1000

1200

Yearly income level of parents (to support education)

Not affordable (Less than Tk. 50,000 )

Medium affordable (up to 1 lac 50 thousand)

Moderate affordable (up to 4 lacs)

Highly affordable ( 4lacs and above)

62

Annexure 2

General information of learner’s parents at the higher secondary level

Figure 1: Level of parent’s education in Sylhet at the higher secondary level,2013

Figure 2: Level of parent’s income in Sylhet at the higher secondary level, 2013

0

200

400

600

800

Father Mother

103

252

590

757 724

586

196

33

No education(can sign)

Primary

Secondary& Higher Secondary

Higher education (Degree and above)

0

200

400

600

Yearly income level of parents (to support education)

454 498 460

217

Not affordable (Less than Tk. 50,000 )

Medium affordable (up to 1 lac 50 thousand)

Moderate affordable (up to 4 lacs)

Highly affordable ( 4lacs and above)

63

Figure 3: Level of parent’s education in Khulna at the higher secondary level, 2013

Figure 4: Level of parent’s income in Khulna at the higher secondary level, 2013

0

100

200

300

400

500

600

700

800

900

Father Mother

No education(can sign)

Primary

Secondary& Higher Secondary

Higher education (Degree and above)

0

100

200

300

400

500

600

700

800

900

Yearly income level of parents (to support education)

Not affordable (Less than Tk. 50,000 )

Medium affordable (up to 1 lac 50 thousand)

Moderate affordable (up to 4 lacs)

Highly affordable ( 4lacs and above)

64

Figure 5: Level of education of parents in Rangpur, at the higher secondary level , 2013

Figure 6: Level of income of parents in Rangpur, at the higher secondary level, 2013

0

100

200

300

400

500

600

700

Father Mother

No education(can sign)

Primary

Secondary& Higher Secondary

Higher education (Degree and above)

0

100

200

300

400

500

600

Yearly income level of parents (to support education)

Not affordable (Less than Tk. 50,000 )

Medium affordable (up to 1 lac 50 thousand)

Moderate affordable (up to 4 lacs)

Highly affordable ( 4lacs and above)

65

Figure 7: Level of parent’s education in Chittagong at the higher secondary level, 2013

Figure 8: Level of parent’s income in Chittagong, at the higher secondary level

2013

0

100

200

300

400

500

600

700

800

900

Father Mother

No education(can sign)

Primary

Secondary& Higher Secondary

Higher education (Degree and above)

0

100

200

300

400

500

600

700

800

Yearly income level of parents (to support education)

Not affordable (Less than Tk. 50,000 )

Medium affordable (up to 1 lac 50 thousand)

Moderate affordable (up to 4 lacs)

Highly affordable ( 4lacs and above)

66

Figure 9: Level of parent’s education in Dhaka Metropolitan city at the higher

secondary level, 2013

Figure 10: Level of parent’s income in Dhaka Metropolitan city at the higher

secondary level, 2013

0

500

1000

1500

2000

2500

3000

Father Mother

No education(can sign)

Primary

Secondary& Higher Secondary

Higher education (Degree and above)

0

200

400

600

800

1000

1200

1400

1600

1800

2000

Yearly income level of parents (to support education)

Not affordable (Less than Tk. 50,000 )

Medium affordable (up to 1 lac 50 thousand)

Moderate affordable (up to 4 lacs)

Highly affordable ( 4lacs and above)

Annexure 3

Action Plan to Increase Retention of Girls and Women in Secondary and Higher Secondary Education

Part 1: Situation Analysis

Key Question on Equity Issues related to gender, inclusion / equity

Priorities for planning Advocacy plan

Girls and women are still not enrolled in or do not complete secondary and higher secondary education. Map, on the basis of data available on enrollment, retention and completion, which groups of girls/ women do not attend or complete secondary school/ college. Identify : • Girls and women currently excluded from school; • Girls and women most at risk of not attending or completing school/ college • key trends/patterns of school/college participation and completion.

Key sources of data are likely to be school/college record (e.g. admission, attendance, TC), GO and NGO findings, household surveys. Data on extreme poor, disable, specific disease such as SHETY, socially marginalized family (children of maids, sex workers), slum area. Data on girls and women most at risk to dropout and retention. Data must be segregated (e.g. by gender, urban or rural location, by grades).

Priorities will depend on the range of data already available but also include: • develop format to collect more data on different groups of girls/women and patterns of attendance and completion; • Include data on disable, marginalized group • Encourage school/

communities to identify local

girls/ women not in school/college and with irregular patterns of attendance.

Social mobilization to create awareness on the need of gender equality, teacher equity and inclusion.

Maximizing community, parent, and/or youth awareness of the benefits to different educational options and associated career pathways, thereby leading to greater participation in secondary education through meeting, discussion, rally on different national and international days.

1

Major factors affecting enrolment, retention and completion by certain girls/women and female teachers. Need to consider the different types of barriers, e.g. • financial barriers, including the direct, indirect and opportunity costs of schooling/ education; • attitudinal/cultural barriers e.g. towards girls, women’s education, disabled, poor, marginalized, teacher as women; • Social barriers e.g. delinquency in the schools/colleges and en-route to and from school/college; • legal/policy barriers e.g. re pregnant girls continuing education, disabled teachers; • environmental barriers e.g. no transport to school/college, inaccessible buildings, lack of facilities such as toilets, water. Such barriers can also be analyzed in relation to both demand (e.g. poor families feel girl’s/women’s work is more useful than schooling)

Identify factors affect school/college access, retention completion for girls and women. Identify those at particular risk of not attending or completing school. Identify root causes for delinquency and girls/women at risk, particularly, disable, minority, ethnic minority and marginalized group. Identify teacher’s attitude and behavior towards learners Participatory studies e.g. involving families, communities and school/ college staff and students, with a range of questions on the barriers to attending and completing school/ college. Identify other key issues

Develop inform choice of strategies to enhance inclusion, equity, participation of girls/women and female teachers. Plan strategies on provision in relation to access, quality and outcomes (gender equality, retention) to reduce barriers. Develop strategies to eliminate the violence and delinquency problems.

Awareness raising to eliminate attitudinal/cultural barriers.

Lobby to incorporate gender and equity issues in as training strategies.

Promoting increased local accountability for schooling through community mobilization and engagement with schools and the education process

2

and supply (e.g. schools/colleges are too far from home)

Part 2: Enabling Environment

Key Question on Equity Issues related to gender, inclusion / equity

Priorities for planning Advocacy plan

Policies

Policies are currently in place in relation to teacher equity, inclusion and education. Overall policy on gender, inclusion or separate policies e.g. on gender and education, on the educating disabled, working children, ethnic and linguistic minorities. Identify teachers recruitment policies (of female teacher, have any requirement that covered teachers’ attitude and behavior)

Reflection of policies on national and international commitments and laws. (e.g. gender parity, PRSPS, UN Conventions in relation to child rights, gender, disability and child labor). Emphasis on teachers equity and inclusion for boys/girls, disabilities and working children. Identify major gaps which need to be address.

• develop an overall policy on equity and inclusion; • address gaps in existing policies on gender equity and inclusion.

Awareness raising meeting and discussion with key Stakeholders how policies will be enforced and implemented.

3

Institutional arrangement and management

Institutional arrangements are in place to promote and progress equity and inclusion in education of girls and women.

Focal persons in key education Ministry/ departments (e.g. planning, curriculum, human resources, finance) with inclusion as part of responsibilities. Identify Focal persons at sub-national levels e.g. districts and Upazilas.

Develop effective strategies that make focal point person functional Promote and progress equity and inclusion through decentralization of management, decision, and allocation of budget based on local need. Arrangement of necessary budget.

District and Upazila official would put up the equity, inclusion and equality issues to the central authority.

Local support is provided to schools/colleges to help them become more inclusive, gender sensitive and learners friendly.

Support to schools/colleges include counseling services, grants to improve buildings/facilities, sanitation and water facilities. Law enforcement to eliminate school/college and public delinquency. Ensure safe journey of girls/women. Create enabled environment for the female teachers.

Linkage development with local elites, local government.

Promote good work through identify champions.

Involvement of parents, communities and learners to promote and progress equity and inclusion in education.

Ensure participation of parents and communities through PTAs/SMCs/CMCs to identify girls and women not in school/college, showing parents how they can support learning at home.

Identify actions to Enhance parental/community involvement in learning (both formal and informal). Develop strategies for involvement of parent and community, reflecting key

Mobilization of community to increase their participation.

4

Discuss why and how the problems with financing, poor performance, delinquency issues can be solve with the help school / college management and community. Involve girls and women learner to play a role in the identification of excluded learners and through providing peer support.

priorities (e.g. enrolment, retention, completion of education developing learning through home-based activities, reducing delinquency, participation of disable, marginalized learners). Develop strategy to increase number of female teachers in schools/ colleges.

Capacity building

Provision of training for teachers as part of overall capacity development in relation to gender, equity, inclusion and education. Coverage of inclusive approaches and equity to curriculum, teaching methods and materials, and assessment as a part of capacity building of the teachers in pre- and in -service training. Training on equity and inclusion is provided for school/college heads to support development and management of more inclusive schools/college. Improve management capacity

Analyzes of training needs, content, approach, methods and materials of both pre-service and in-service training to develop teachers’ capacity to respond to a diversity of learning needs. Ensure that knowledge, skills and competences are developed in relation to gender, disability and for increasing access, retention and completion of girls/women’s education at secondary and college level. Capacity building of the teachers to address the subject difficulties faced by the

Set timescale for review of pre-service and in- service training. Plan how all teachers will gradually attend training on inclusion, gender, equity, subject specialization. Plan to ensure participation of female teachers in all related training.

Applications of low-cost technologies that bridge teacher skill gaps and improve student learning outcomes, and/or improve access to learning, retention and completion of education

Planning and implementing interventions in consort with local actors and educational authorities, such as local education ministries, professional associations, and civil society groups

Mobilize community and parents on demanding teachers’ skill and competence.

Mobilize community to create awareness on the need of female teachers.

5

of the female teachers.

learners. Build capacity of the teachers on counseling and other support to learners especially girls/women and disadvantage group.

cycle.

Innovative training programs geared for teachers working with marginalized girls to improve access, completion and overall achievement levels.

Plan for management training of female teachers.

Equitable and inclusive extra- curricular and social activities

Identify how codes of conduct on bullying, violence and abuse are implemented and monitored (e.g.in playgrounds, other social interaction). How girls in general and disable, minority, ethnic, socially marginalized girls and boys in particular can be included in all extra-curricular activities. What further extra curricula activities need to be provided for all/targeted children?

Identify any improvements needed in relation to codes of conduct and provision of extra-curricular activities. Identify strategies to improve leadership qualities among girls and marginalized group through extra-curricular activities. Plan to increase the number of female physical teachers.

Promote functioning of schools/college sports and culture regularly.

Use sports and cultural activities as a forum for introducing such elements.

Counseling provision for psycho-social support and other services.

Skill development of teacher on Psycho-social counseling Required particularly the victim of abuse and violence , pressure for brilliant result

Identify actions to address gaps in counseling and other support in schools and to link with appropriate services.

Observe different days such as rights of disable people, rights of indigenous people, International women

6

from the parent, to get rid of psychological complexities of disable, learners form poor, ethnic, minority, disadvantage, slow learners .

day.

Outcome

Key Question on Equity Issues related to gender, inclusion / equity

Priorities for planning Advocacy plan

Targets set for enrolment, retention and completion in relation to Secondary/ higher secondary education.

Whether these targets include Specific sub-targets for girls/ boys, women/men learners with disabilities, minorities, socially marginalized groups.

Set new targets which focus on equity and inclusion, with incremental progression over the period of the plan. Set targets, with particular reference to priority disadvantaged groups.

Promoting teachers’ use of gender-sensitive approaches to improve girls’ learning outcomes.

Integrating active learning, critical thinking and problem solving in the classroom

Improving teaching of science, technology, engineering, and math subjects, and life and career skills

Organize workshop/ seminar to disseminate the progress achieving target

Identify innovative, non-cash-based, ways to address the opportunity costs of enrolling in and completing secondary school/college

7

Targets set for transition to higher secondary and tertiary, technical education.

Targets should include quotas for girls/women, disable, ethnic minorities, poor to achieve gender parity and inclusion at secondary and higher secondary level. Transition to higher secondary, tertiary education is an important incentive for completion of secondary education.

Set targets, with particular reference to priority disadvantaged groups. Set target to fulfill necessary number of teachers with required subject and management skills that led access, retention and completion of education of girls and boys in the schools/college with better result.

Planning and implementing interventions in consort with local actors and educational authorities, such as local education ministries, professional associations, and civil society groups

Rally, demonstration on performance and capacity of school/ college

Resources

Resources available for the improvement of facilities and services

Calculations should include current/planned financial subsidies and incentives, additional teachers, buildings costs etc plus cost of provision for small populations (e.g. remote rural, linguistic minorities, particular disabilities).

Identify additional resources required, and their implications for unit and other costs as well as benefit gained. Identify sources of resources both locally, nationally and from donor support.

Mobilization of community.

Linkage with local bodies, NGOs and donor agencies.

Discussion with local elites.

Monitoring

Collection and analysis of data on education participation, retention and completion and on equity.

Collect and analyzed data with disaggregated in relation to girls/boys, minorities, disabilities and disadvantage

Select priority gaps in data and processes and measures to address them. One particular priority maybe

8

group. Assessment of boys/ men and girls/women out of school, particularly disabled, poor, minorities.

the early identification and action taken to address those.

Major targets and indicators related to gender, equity and inclusion in the education sector. Proper utilization of indicators to monitor and preparation of report.

Targets and indicators need to include institutions and capacity (enabling environment) and school participation, quality and outcomes. For example they may address: Plan commitment to increase %/number of enrolments/ completion (disaggregated for different groups); Capacity development – % coverage and/or numbers of teachers and administrators trained in one or more aspects of equity and inclusion; Schools- %/number of schools receiving facilities grant to make buildings accessible and construct toilets for girls. Installation of tube well for water supply. Indicators selected for reporting on the education sector (e.g. in relation to MDG monitoring) should have key equitable and inclusive

Revise targets and related indicators to ensure they reflect policy and implementation priorities in relation to equity and inclusion, including disaggregation where appropriate in relation to targeted dimensions of equity/ inclusion and particular groups of children. Targets should be ambitious but feasible. Indicators should focus on sector performance.

9

elements (e.g. enrolment of all children, plus enrolment of poor, rural girls).