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This paper presents findings from a qualitative evaluation of Caritas' Essence of Learning programme, which provides educational and psychosocial support to children in exceptional living situations. We analyse approaches to community and teacher engagement for: (1) a pilot programme in Rohingya refugee camps in Bangladesh and (2) an established, government-partnered programme serving Roma children in Satu Mare, Romania. The results indicate that ongoing community engagement is a necessary condition. Moreover, local ownership and continuous staff mentorship are key to programme quality. The paper discusses practical approaches to community engagement and how findings can be applied to emergency education. [ABSTRACT FROM AUTHOR]

The papers in this special issue describe evaluations of the scaling journey of five different education programmes operating in humanitarian crises. This introduction first presents the research context for these evaluations followed by a synthesis of the overarching barriers and facilitators to scaling across three domains: (1) context, (2) business model, and (3) advocacy and ownership based on a qualitative synthesis. The synthesis showed that implementers often started multiple pilot projects in different contexts rather than scaling-up in one context. We also present a summary of impacts on learning outcomes from impact evaluations of three of the five education programmes. [ABSTRACT FROM AUTHOR]

In this editorial introduction to the Special Theme, Sacrifice, Suffering and Hope: Education, Aspiration and Young People's Affective Orientations to the Future, we discuss the key theoretical themes (aspiration, sacrifice and affect) that underpin the papers in this collection. With geographical focus on India, Indonesia, Kenya and Bangladesh, our aim is to contribute a more ethnographically-grounded understanding of the affective orientations that emerge or become visible in the context of young people's educational experiences, and that shape and give meaning to processes of aspiration formation. [ABSTRACT FROM AUTHOR]

Although use of high-stakes tests is common across developing societies, very little is known about how these tests are designed, what principles and criteria guide test construction, and what factors influence this process. The present study investigates the development of the English Paper-1 test for the Higher Secondary Certificate examination in Bangladesh, drawing on curriculum policy and test documents, and particularly on the perspectives of test writers and moderators. The findings reveal a range of conservative, compliant and context-responsive approaches that ensure the perpetuation of problematic test design practices and processes. The authors argue that these responses encourage 'ritualistic' design practices which negate concerns about test reliability and validity, and which obscure the basis by which winners and losers are created through the education system. Importantly, social celebration of this ritual does not seem to question the test architecture itself. The article contributes to our understanding of testing across societies. [ABSTRACT FROM AUTHOR]

Since its inception, BRAC has combined emergency assistance with longer-term development interventions, grounding its approach in empowering local communities. Its experiences in navigating tensions across the humanitarian–development nexus and in debates around localising aid provide a useful perspective on the way in which these debates intersect, showcasing how prioritising a localised response is conducive of an approach that is "humanitarian in nature and developmental in solution". Through historical and contemporary perspectives, we explore how BRAC has adjusted its profile, adapted to new challenges, learned about new and changing settings, developed innovations, learned from mistakes, and dismantled boundaries to bridge humanitarian and developmental support in Bangladesh and beyond. These experiences highlight the importance of the "local" beyond geography, as evidenced by BRAC's engagement with the communities it serves and is part of, and its desire to move forward in an inclusive and socially just manner. [ABSTRACT FROM AUTHOR]

This paper is an outcome of an empirical research conducted in Bangladesh. I argue in this paper that the Biharis in Bangladesh can constitute an effective human capital with their knowledge, ability, and experience. However, this prospective human capital is not counted in the national development of Bangladesh. The findings of the research demonstrate that under the Bangladesh citizenship law the Biharis arede jurecitizens. Nevertheless, they are still de facto stateless, because their citizenship is ineffective. I conclude that the “political will” of the Government of Bangladesh can make a breakthrough to overcome all invisible barriers on the way of effective citizenship of the Biharis. This will lead to their transition from de facto stateless persons to effective citizens or human capital and ultimately, this will contribute to the development of Bangladesh. [ABSTRACT FROM AUTHOR]

As a result of chronic poverty many people in South Asia experience poor quality schooling, interrupted schooling, or no schooling at all. People affected by poverty face multiple constraints on wellbeing, which typically include informal employment, low wages and poor health. In such contexts the benefits and, more specifically, the 'returns' to education are not easily observed. Standard measures of educational attainment (such as primary school completion, years of schooling, literacy rates) are ill-suited to capture and understand such benefits. Similarly, data on income from formal employment is likely to be unsuitable. The paper argues that concepts of educational benefit and mobility have to be re-thought in contexts of chronic poverty to capture the 'marginal returns' in situations of constraint and vulnerability. The paper illustrates this argument with ethnographic vignettes of uses of literacy by non-schooled adults in Bangladesh. [ABSTRACT FROM AUTHOR]

This paper provides a critical policy analysis and network ethnography of Teach for Bangladesh (TfB). We demonstrate that TfB is a localised version of a global teacher education policy - Teach for All/America (TfAll/A). Santos, Boaventura De Sousa [2002. The Processes of Globalisation. Translated by Sheena Caldmell. Eurozine: Revista Crítica de Ciências Sociais and Eurozine, August, 1-48] has written about the ways some national policies travel globally. He calls these ‘globalised localisms’. When they touch down and are taken up in another national context, he calls this a ‘localised globalism’. We see TfB as a ‘localised globalism’. This paper is focused on documenting and analysing the policy network that has enabled a globalised localism, TfAll/A, to be taken up as a localised globalism in Bangladesh through TfB. We see this as the emergence of network governance in a developing world primary schooling context. The analysis shows how pivotal to TfB is the boundary spanning networking of its founder, who connects the global to the local, the private to the public, and the provision of social services to philanthropy. [ABSTRACT FROM AUTHOR]

This paper explores the educational and migrational pathways which a number of middle-class women from Bangladesh took as they grew up in the 1980s and 1990s. It draws on qualitative research, conducted between July and November 2011, with highly educated Bangladeshi women who migrated to Britain in the early 2000s. French Sociologist Pierre Bourdieu's critique of education, as a means of middle-class social reproduction [Bourdieu, P., and Jean-C. Passeron. ([1977] 1990).Reproduction in Education, Society and Culture. 2nd ed. Translated from the French by Richard Nice. London: Sage], and his notion of ‘academic capital’ [Bourdieu, P. 1984.Distinction: A social Critique of the Judgement of Taste. Translated from the French by Richard Nice. London: Routledge; Bourdieu, P. 1986. “The Forms of Capital.” InHandbook of Theory and Research For the Sociology of Education, edited by J. G. Richardson, 241–258. New York: Greenwood] are applied to this empirical data. While the participants’ experiences of early education confirms Bourdieu's arguments, in terms of the centrality of the family's educational and cultural capital in making a qualitative difference to their children's academic achievements, the analysis of the participants’ higher education complicates this picture. Here, the paper calls Bourdieu's umbrella term ‘academic capital’ into question. The author suggests that three categories of academic capital were needed to explain the different and unequal ‘value’ of the participants’ academic qualifications before and after migration. These are – elite, standard and general. Through this exploration of these women's educational and migrational pathways, and the classed and gendered nature which many of them took, this paper seeks to further the feminist project of making Bourdieu's theories ‘useful’ in understanding contemporary issues which affect women's lives (Adkins, L. 2004. “Introduction.” InFeminism After Bourdieu, edited by L. Adkins and B. Skeggs, 110–128. Oxford: Blackwell, 3). [ABSTRACT FROM PUBLISHER]

Background: In Bangladesh, a common science curriculum caters for all students at the junior secondary level. Since this curriculum is for all students, its aims are both to build a strong foundation in science while still providing students with the opportunities to use science in everyday life – an aim consistent with the notion of scientific literacy. Purpose: This paper reports Bangladeshi science teachers’ perspectives and practices in regard to the promotion of scientific literacy. Sample: Six science teachers representing a range of geographical locations, school types with different class sizes, lengths of teaching experience and educational qualifications. Design and method: This study employed a case study approach. The six teachers and their associated science classes (including students) were considered as six cases. Data were gathered through observing the teachers’ science lessons, interviewing them twice – once before and once after the lesson observation, and interviewing their students in focus groups. Results: This study reveals that participating teachers held a range of perspectives on scientific literacy, including some naïve perspectives. In addition, their perspectives were often not seen to be realised in the classroom as for teachers the emphasis of learning science was more traditional in nature. Many of their teaching practices promoted a culture of academic science that resulted in students’ difficulty in finding connections between the science they study in school and their everyday lives. This research also identified the tension which teachers encountered between their religious values and science values while they were teaching science in a culture with a religious tradition. Conclusions: The professional development practice for science teachers in Bangladesh with its emphasis on developing science content knowledge may limit the scope for promoting the concepts of scientific literacy. Opportunities for developing pedagogic knowledge is also limited and consequently impacts on teachers’ ability to develop the concepts of scientific literacy and learn how to teach for its promotion. [ABSTRACT FROM PUBLISHER]

Equitable futures depend upon better employment outcomes for young women. We use a skills ecosystems approach to explore how youth skills development programs can maximise their impact in highly gendered societies and labour markets. While improving employment outcomes and incomes for young women, BRAC's STAR program cannot withstand Bangladesh's deep-rooted and socially restrictive norms and practices. Short-term successes are diluted as family pressures and commitments take precedent over young women's economic lives. Adding a temporal dimension to the concept of skills ecosystems, these findings highlight that maintaining these impacts requires constant renegotiation and advocacy to challenge the structural obstacles within households and labour markets and within national policies and investments that constrain their longer-term economic empowerment. [ABSTRACT FROM AUTHOR]

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

Using the Education Watch household survey database, this paper explores children's access to pre-school education in Bangladesh. Participation in pre-school education has been increasing in Bangladesh at the rate of 0.6% per year and the net enrolment rate was found to be 13.4% in 2005. Enrolment of over-aged children in pre-school education made the gross enrolment ratio as high as 30.5%. However, over half of the four to five year olds at school were actually enrolled in primary school and not in pre-school. Moreover, 71% of the four- to five-year group were out of school. Only a third of the four- to five-year-old children enrolled in schools had the opportunity to attend the English-medium kindergartens or NGO-run non-formal schools, both of which provide better quality pre-school education. Urban children, especially those with educated parents and from more privileged socio-economic backgrounds, were more likely to have access to pre-school education. The lack of a common pre-school curriculum seems to have created further inequity among children at this very early age. An educational policy targeting poor and socially disadvantaged children with support from both the state and current pre-school providers is urgently needed to provide four- to five-year-old children appropriate education for their needs. [ABSTRACT FROM AUTHOR]

This paper reports labour market returns to education in Bangladesh using data from recent nationwide household survey. Returns are estimated separately for rural and urban samples, males, females and private‐sector employees. Substantial heterogeneity in returns is observed; for example, estimates are higher for urban (than rural sample) and female samples (compared with their male counterparts). Our ordinary least square estimates of returns to education are robust to control for types of schools attended by individuals and selection into waged work. [ABSTRACT FROM AUTHOR]

The first decade of the new millennium has experienced a fundamental shift in Bangladeshi journalism culture. The traditional values and practices of journalism—mission and social reform—as well as its role as a watchdog are being lost. Universities, through their journalism departments, are trying to address these ominous signs by upgrading their curricula. Searching for a suitable strategy to redesign course curricula is the key challenge when journalism educators intend to keep up with the pace of the industry. This paper is an attempt to address some of the fundamental questions that remain largely unresolved in relation to Bangladeshi journalism profession and education. [ABSTRACT FROM AUTHOR]

This paper examines the socio-economic determinants of age at first marriage of the ethnic tribal women of Bangladesh. Cox proportional hazard regression analysis was applied to the data set containing 792 observations from four different tribal communities compiled on the basis of a household survey. The singulate mean age at marriage (SMAM) of the women, and mean age at first marriage for females, were found to be 21.8 years and 18.9 years, respectively, which were much higher than those at the national level. Findings revealed that woman's educational attainment and pre-marital work status significantly delayed the timing of marriage. Parents' economic status and respondents' birth order had the most significant effect on marital timing. The multivariate statistical analyses also identified several variables as important determinants of marriage timing for the tribal women, including ethnic identity, childhood place of residence, father's literacy and father's survival status. The findings of the study may provide a clue to the rising age at first marriage of the disadvantaged indigenous women. [ABSTRACT FROM AUTHOR]

This paper documents a reverse gender gap in secondary schooling outcomes in Bangladesh drawing upon several rounds of nationally representative household survey data. In terms of enrolment status and years of schooling completed, boys are found to lag behind girls in the rural as well as in the urban area. Within the urban sample, the gender gap is widest in the non-metropolitan area. These findings are robust to extensive control for demand and supply-side determinants of schooling and remain unchanged even when we use a within household estimator. We consider one hypothesis, namely gender-differentiated response to a conditional cash transfer program to reconcile the findings of this reverse gender gap. [ABSTRACT FROM AUTHOR]

This paper studies the impact of fathers’ and siblings’ migration on children's pace of schooling in Matlab, an area of rural Bangladesh with high rates of rural–urban and international out-migration. A large sample of children aged seven to 14 participated in the 1996 Matlab Health and Socio-economic Survey. The overseas migration of their fathers and both the overseas and internal migration of their brothers were associated with improvements in the pace of the children's schooling. The migration of sisters had no effect. Migration of mothers in the location of this study remained too rare to be addressed in this study. Research relating migration to improved schooling outcomes among the left-behind raises concern that migration effects merely proxy for greater investment capital or higher aspirations. By integrating MHSS data with a unique Health and Demographic Surveillance System, the effects of wealth measured at the time of the survey and 14 years before the survey were controlled for. Migration effects, though reduced, remained significant even after controlling for current and prior socio-economic status. [ABSTRACT FROM AUTHOR]

Education and human capital accumulation are essential components of economic development. The present paper attempts to identify some of the individual and household level characteristics that affect the demand for schooling in Bangladesh. I examine the current enrolment status of children aged 6-12 and the highest grade attained for children aged 13-24. The first is estimated using a standard probit model and the second using a censored ordered probit model. Estimation results show that there is no gender differential in current enrolment status but grade attainment is higher for girls, relative to boys. An increase in the permanent income of the household is always associated with an increase in educational attainment. Parental education has a positive and statistically significant effect on the educational attainment of children, and mother's education has a stronger effect on both school enrolment and grade attainment of children compared with father's education. [ABSTRACT FROM AUTHOR]

Bangladesh, one of the world's poorest countries, has experienced a dramatic decline in fertility since 1985, with a decline in the total fertility rate from 5.5–2.1. International researchers have debated the reasons for this rapid decline, with some studies attributing it primarily to family planning programmes and others pointing at the simultaneous increase in the education of women and other socioeconomic factors. Using data from seven-rounds of the Bangladesh Demographic Health Survey (BDHS), we comprehensively review fertility trends by reconstructing cohort and period fertility indicators by educational attainment. Multilevel regression shows a robust negative association between fertility and educational attainment at the individual and community levels. Pathway's analysis reveals that female education has a significant effect on declining fertility desires dominating all other effects. Increased women's education and the associated diffusion of smaller desired family size might be the primary factor driving the impressive fertility decline in Bangladesh. [ABSTRACT FROM AUTHOR]

Globally, expanding women's educational opportunities is promoted as an effective strategy for their empowerment. While women's access to education in Bangladesh has increased in recent years, little is known about their participation in educational activities after marriage. Historically, local gender norms expect women to marry at an early age, perform domestic labor, and discontinue educational activities in adulthood. In this study, twenty-four married women and twenty-five married men ages 15–49 were interviewed about women's experiences with post-marital education in Matlab. Results showed that husbands and wives acted within the bounds of persistent, classic patriarchal norms to seek or inhibit access to education within marriage. Despite increases in women's primary and secondary school graduation rates in Bangladesh, this study suggests that women still face barriers to access to educational opportunities and understanding these limitations is crucial to advancing women's pathways to economic and overall empowerment in Bangladesh. HIGHLIGHTS Married women encounter numerous barriers to education in Matlab, Bangladesh. Married couples strategize to negotiate wives' aspiration to pursue education. Married men view wives' post-marital education unfavorably as a means to employment. Women self-restrict education, considering lack of social and familial endorsement. Engaging husbands in research and programs to advance women's education is needed. [ABSTRACT FROM AUTHOR]

The question of whether large families have a subsequent negative impact on child health, education, and welfare is of pressing concern for development and public health policy. We tackle this question by empirically exploring whether parents face a trade-off between increasing the size of their family and investing in their children. Using data from a rural sub-district in Bangladesh (the 1996 Matlab Health and Socioeconomic Survey), we estimate the effect of siblings on school attendance, literacy, and numeracy. We use an instrumental variables approach, instrumenting first for children's sibship size their mothers' menarche age, and also instrumenting for children's sibship size with the household's treatment status (in the Matlab family planning experiment). Although we find no effect of siblings on school attendance, we find that additional siblings increase the likelihood that children are literate and numerate. These effects are greater for girls and younger siblings, consistent with positive numeracy and literacy spillovers from older siblings to younger ones. The results provide counter-evidence to the quality-quantity trade-off theory and demonstrate that sibling education spillovers may dominate any reduced investment on the part of parents. [ABSTRACT FROM AUTHOR]

In recent decades the Indian subcontinent has displayed remarkable invariance in the incidence of working poverty despite strong economic performance. It is widely held that education can rescue households from various types of poverty traps created by information problems and incorrect expectations. Yet we know very little about the motivation of the working poor in acquiring education. From a field study conducted in Bangladesh, we gain invaluable insights for the first time, to our best understanding, into the factors that shape the decision of a poor household to care about and respond to educational decisions of others in one's community. Based on the ‘choice-theoretic framework of rational emulation and deviance’, we empirically explain why some households choose to copy others, while some choose deviance even though social deviance in acquiring education can throw subjects into abject poverty. [ABSTRACT FROM AUTHOR]

Identifying determinants of integrated pest management (IPM) adoption is crucial for promoting the use of more ecologically benign pest control tactics in the agricultural sector. The present study examined farmers' perception of IPM and determinants of IPM adoption in vegetables production in Bangladesh. A total of 350 vegetable farmers were surveyed. Approximately one-third of the farmers agreed that the implementation of IPM is beneficial for farmers' health. Overall knowledge regarding various IPM practices was low. The adoption of IPM was positively associated with farmers' education, spouses' education, large farm size, mass media coverage, and high perception of pesticide applications cost. Marginal effect analysis showed that mass media coverage can increase the likelihood of being in medium and high adopter group by 9.2 and 3%, respectively. Increased investment in extension services is recommended to increase awareness and adoption of IPM. Moreover, modifying the current extension approach by targeting not just the primary farmers, but also members of their families can help adoption of IPM. [ABSTRACT FROM AUTHOR]

This study examines the effect of class size on student achievement in Bangladesh using national secondary school survey data. A Ministry of Education rule regarding allocation of teachers to secondary grades is exploited to construct an instrument for class size. This rule causes a discontinuity between grade enrolment and class size thereby generating exogenous variation in the latter. It is found that OLS and IV estimates of class size effects have perverse signs: both yield a positive coefficient on the class size variable. The results suggest that reduction in class size in secondary grades is not efficient in a developing country like Bangladesh. Last, as by-product, some evidence is found suggesting that greater competition among schools improve student achievement. [ABSTRACT FROM AUTHOR]

To assess the perspectives of Bangladeshi teachers on the feasibility of delivery and potential for long-term sustainability of puberty and menstruation education in urban and rural schools. We developed a multi-module puberty and menstrual hygiene management education curriculum that teachers piloted for six months in four urban and rural government and private schools in Bangladesh. We conducted monthly assessments during piloting, discussion for manual revision and four group discussions with 20 participating teachers to understand perceived benefits, barriers, and sustainability of puberty and menstruation education among school children. Teachers acknowledged the importance of school-based puberty and menstruation education to improve students' perception and preparedness. They found that the training and instructors' manual they received were useful tools for effectively communicating with students. Teachers noted school and community pressure to de-emphasize educational content not included on nationally standardized examinations, and insufficient time and pre-service training for teaching sensitive topics served as barriers to implementing the pilot curriculum. Pressure from school authorities and community may hinder the successful long-term delivery of school-based puberty and menstruation education programs that are external to the national curriculum. Our findings indicate that feasibly and sustainably improving education on these topics in Bangladeshi classrooms should be achieved through 1) revision of the current national curriculum to incorporate more comprehensive puberty and menstruation information including its physiology, management, and social context, 2) adequate training and support for teachers to deliver the content, and 3) incorporation of puberty and menstruation content into students' national examinations which may better ensure teachers are given the tools and opportunity to prioritize teaching this content. [ABSTRACT FROM AUTHOR]

BRAC Bangladesh trains community health workers to communicate about nutrition in its Maternal, Newborn and Child Health programme. We estimate the programme's impact on nutrition outcomes among rural Bangladeshi children of two years and younger. We find positive effects on dietary diversity, and show that the programme reduces stunting with 7 percentage points using data from 1600 households in 40 beneficiary mouzas and 40 comparison mouzas. We find larger effects for households where primary caregivers have finished primary school. We did not find effects on wasting, which in contrast to stunting is higher among children with primary caregivers without education. [ABSTRACT FROM AUTHOR]

In this essay, we critically reflect on the ongoing controversy over Islamization of textbooks by a secular government in Bangladesh. Based on a review of the emerging evidence on gender stereotypes in textbook contents, we argue that gender bias was widespread in government-recognized textbooks long before radical Islamic groups publicly demanded changes to the secular school curriculum. All Bangladeshi school textbooks continue to suffer from a pro-male bias regardless of whether they are based on a secular or religious curriculum. Nonetheless, Bangladesh’s experience suggests that politicization of the debate on what children should learn in school can make future reforms much harder to achieve. [ABSTRACT FROM AUTHOR]

Farm programmes (FPs) of varied categories have been developed and aired over several decades by Bangladesh Betar, the national radio of Bangladesh for the diffusion of farm technologies. The study aimed to produce an in-depth academic evaluation of their effectiveness in educating farmers in Bangladesh. A sample of 465 respondents from the Khulna and Rajshahi divisions in Bangladesh was randomly selected for a questionnaire survey. To analyse the data, relevant documents were collected from the Ministry of Information, the Ministry of Agriculture, and the Ministry of Fisheries and Livestock of Bangladesh. Frequency distribution,z-test, and binary logistic regression analysis were used as statistical tools. The farm knowledge levels of the farmers were considered the predictors for evaluating the effectiveness of FPs. The results revealed that 93.33% of the sample did not listen to the FPs, while only very few of the listeners listened regularly. Despite this, at the ‘weak’ and ‘average’ levels of knowledge significant differences were noted between listener and non-listener farmers of FPs. The binary logistic regression analysis (Model 1) identified that the farmers who listened to the FPs were likely to acquire farm knowledge 6.62 times more than the farmers who did not listen to the FPs. The farmers who listened to the FPs were likely to have farm knowledge 2.64 times more than the farmers who did not listen to the FPs but consulted with other sources of farming information (Model 2). Similarly, a listener of FPs with farm training was likely to acquire farm knowledge 5.76 times more than a non-listener with farm training (Model 3). The FPs were found to be very effective and could be used to better complement other mechanisms for educating farmers. Regular access to the FPs ought to be ensured through appropriate stimulants for the diffusion of farm technologies. [ABSTRACT FROM PUBLISHER]

We examine the effects of the schooling of girls on the education of their younger siblings. To examine the causal effect of the education of older children on their younger siblings, we use the introduction of a gender-targeted conditional cash transfer program – the Female Secondary School Stipend Program (FSSSP) in Bangladesh. We find that an additional year of schooling of older siblings increases schooling of their younger siblings by 0.13 years. The stipend program accounts for about a 10 per cent increase in the schooling of younger siblings. The results suggest that stipend programs can bring both short- and long-term gains, not only via direct benefits to affected children, but also via indirect benefits to their siblings. [ABSTRACT FROM PUBLISHER]

This article reports on part of a study conducted to collate the policies and practices of two successful distance education providers of the developed world with those of a provider in Bangladesh in order to inform a culturally appropriate distance education framework for a developing country. This article also describes an innovative theoretical model, Adapting Structuration Theory In Distance Education, conceptualized as part of a broader study, to address the underlying issues and to generate propositions for the framework. [ABSTRACT FROM AUTHOR]

Bangladesh's female secondary education stipend programme was one of the first conditional cash transfer programmes in the world. While numerous studies have investigated the impacts of such programmes on school enrolment, attendance and learning, less attention has been paid to their long-term labour market effects. This article extends the literature by studying the effects of Bangladesh's programme on earnings and the sector of employment, as well as on labour force participation and education outcomes, using repeated cross-sectional data in a difference-in-difference framework. We find that exposure to 5 years of the programme is be associated with a 1-year increase in education level completed and an increase in female labour force participation by six percentage points. However, we find that wages decrease by about 17% because the women have difficulties in finding a good job and end up in low productivity self-employment work. [ABSTRACT FROM AUTHOR]

In this article, we report on a small-scale study in which we investigated English-language teachers’ engagement with educational research. We conceptualized engagement with research as reading and systematically using research for professional development. Using questionnaires and in-depth interviews, we gathered empirical materials from 40 English-language teachers who teach at various primary and high schools located in Dhaka, the capital city of Bangladesh. Our findings indicate that there is an absolute absence of teachers’ research engagement for professional development. We discuss the key reasons for this lack of research engagement. We conclude the article with some implications of our findings for teachers’ professional development and the practical value of educational research. [ABSTRACT FROM PUBLISHER]

This study reports on the second phase of a larger study, which investigated the preparedness of pre-service teachers to teach in inclusive classrooms in Bangladesh. Phase 1 employed two standardised scales that were used with 1623 pre-service teachers from 16 teacher education institutions to measure their attitudes and perceived teaching-efficacy for inclusive education. The findings of Phase 1 indicated that the level and length of training, along with gender, influenced both teacher attitudes and teaching-efficacy. In Phase 2, semi-structured interviews with six administrative heads of the pre-service teacher education institutions were conducted in order to better understand these findings. Outcomes of Phase 2 indicated that curriculum, teacher-related and a number of contextual variables may explain the differences in the findings of this study that were in sharp contrast to those from previous international research. Recommendations for policy and curriculum reform for pre-service teacher education are also made. [ABSTRACT FROM AUTHOR]

Quality of education has been a concern for decades. Gradually it is becoming more specialised and commercialised throughout the world. In this study a sample of 400 students were taken from the five renowned private universities of Bangladesh for measuring perception toward education quality of existing students. Principle component analysis was used to measure grouping among variables indicating dimensions of education quality. Perceptions about education quality were tested as to whether they have associations with the students' characteristics of current status and socio-economic background. The findings of the study showed that both administrative and faculty characteristics jointly express quality of education to a higher extent, whereas institutional features and students' characteristics express quality of education to a moderate extent. The study also showed that perceptions toward quality of education depend on students' current status and socio-economic background. [ABSTRACT FROM AUTHOR]

During the British Raj, as part of an effort to reform the Muslim community through religious regeneration and in the absence of Muslim political power on the subcontinent, Islamic scholars (ulema) from the Darul Uloom Deoband seminary urged the setting up of separate institutions of religious education for Muslim women. The reformist discourse of the Deobandi ulema had, and still has, a profound influence on the pedagogy of madrasah education for women in South Asia, including Bangladesh. This study examines how Deobandi reformist ideals continue to be reflected in a non-government female madrasah in Bangladesh. The study provides an ethnographic account which illustrates the development of a sense of Muslim womanhood, rooted in ideas of moral guidance and the pious lifestyles of the female students of the madrasah. Madrasah education increases Muslim women's participation in religious institutions and forums, thereby heightening the possibility of a broader impact on religious life. Although madrasah education empowers female students to improve their religious consciousness, it has less impact on patriarchal ideology, which is deeply embedded in Bangladeshi society and culture. [ABSTRACT FROM AUTHOR]

This article examines the role networking has played, at local and national levels, in facilitating communication between key actors involved in challenging the marginalisation of disabled people from education and from wider Bangladeshi society. Efforts to promote awareness of the importance of including disabled children in their local schools have gained ground at national level through a complex web of networking relationships, including government departments concerned with education and social welfare, disability-focused NGOs and mainstream development agencies and networks. The article explores the experience of blind people, (in their role as members of self-help groups linked to Community-Based Rehabilitation programmes in rural areas) in supporting disabled children to access their local school, and in ensuring their safety. Some evidence is provided for the role of networking in challenging marginalising policies, in accessing services (including financial benefits), and in resisting marginalisation. In considering this evidence, the authors debate the different forms and meanings of networking in societies which prioritise collectivity and interdependence, rather than individualism. [ABSTRACT FROM AUTHOR]

This article reassesses the debate over the role of education in farm production in Bangladesh using a large dataset on rice producing households from 141 villages. Average and stochastic production frontier functions are estimated to ascertain the effect of education on productivity and efficiency. A full set of proxies for farm education stock variables are incorporated to investigate the 'internal' as well as 'external' returns to education. The external effect is investigated in the context of rural neighbourhoods. Our analysis reveals that in addition to raising rice productivity and boosting potential output, household education significantly reduces production inefficiencies. However, we are unable to find any evidence of the externality benefit of schooling - neighbour's education does not matter in farm production. We discuss the implication of these findings for rural education programmes in Bangladesh. [ABSTRACT FROM AUTHOR]

Based on two case studies from Bangladesh and Benin, the role of video in scaling up sustainable rice technologies is assessed. Both process and outcomes of participatory research increased the effectiveness of educational videos. At the same time, during the production of the videos researchers and development workers learnt about local innovations and changed their attitude towards working with farmers. To increase impact, learning topics should have a regional relevance. Hence a novel method called zooming-in zooming-out is presented . It starts with a broad stakeholder consultation to define regional issues. Only then are communities approached to get a better feel about their ideas, their innovations and the words they use in relation to the chosen topic (zooming-in). Key learning needs are defined and videos are produced in close consultation with the end-users. Consequently, while showing the draft videos to more villages (zooming-out), more insights are gathered about the innovations and their socio-cultural context, and further adjustments made. Based on a few well-selected local innovations, and merged with scientific knowledge, these videos were able to explain underlying biological and physical principles. The more these principles resonated with what farmers already knew and did, the more video became useful as a stand-alone method. Facilitation increased adoption of sustainable technologies, but was not always a prerequisiste. [ABSTRACT FROM AUTHOR]

The national language Bangla (Bengali), which is spoken by 98% of the people, is foundational to the nation of Bangladesh as a nation. Language played a crucial role in the struggle for independence from Pakistan which was finally successful in 1971. The medium of instruction in state‐provided basic education is Bangla. Nevertheless, as in the colonial period a significant part of the elite is educated in English medium schools and subject to British‐determined curriculum and assessment. English medium private education carries the highest prestige, and the private sector is dominant in secondary education. The role of English is now being enhanced by globalization, which threatens a cultural recolonization of Bangladesh, and by World Bank strategies designed to promote the private school sector. The article discusses these problems and explores elements of a language policy that might be able to enhance both Bangla literacy and competence in English. [ABSTRACT FROM AUTHOR]

Health and literacy are two major areas of women's development in the Third World. Although health and literacy have been recognized as essential elements for improving the quality of women's lives, questions emerge from Eurocentric and colonial assumptions about development, including the following: Does literacy have an impact on women's health? If it does, what are the mechanisms whereby literacy could have an impact on women's health? Using Bangladesh as a case study, I question the Eurocentric and colonial nature of dominant discourses in the answers to questions about literacy and women's health. I argue that literacy and women's health need to be reconsidered from the local women's standpoint since dominant discourses fail to take into consideration local women's worldviews, indigenous knowledge, and oral traditions. Finally, I make some recommendations for future research and programming in literacy and women's health in Bangladesh and in health care in Third World contexts. [ABSTRACT FROM AUTHOR]

The article reports on the educational policy in Bangladesh from 1978 to 1981. It examines the main thrust of educational policy-making in the country during the period and compares policy goals and achievements. The article suggests that the wider socio-political context in which educational policy is formulated and carried out is the underlying reasons for the persistent gap between policy goals and implementation. The study shows that throughout the first decade of Independence governments in Bangladesh have consistently committed themselves to educational policies which aim to open up educational opportunities for the mass of the people.

The article examines the potential for the World Bank's educational scheme in the context of Bangladesh. The Bangladesh government launched its universal primary education program from the beginning of 1980. The program aims to increase the access to basic schooling for children and to functional literacy for adults. Meanwhile, the educational scheme of the Bank emphasizes access, equality of opportunity and efficiency in education. The author suggests that both the government of Bangladesh and the World Bank are correct in identifying basic education as the most significant need in the education system of Bangladesh. However, he claims that the expansion of formal primary schooling is not the best way to solve illiteracy in the country.