| Summary: | During the 2000s, Bangladesh observed
rapid growth in female labor force participation (LFP),
potentially reflecting increased employability of females as
female education attainment catches up with their male
counterparts. However, only a small share of the labor force
comprises of skilled female workers; the reality is that
most women are still unable to complete the level of
secondary and post-secondary education necessary to obtain
decent work and actualize improved livelihood outcomes. As a
result, even though Bangladesh has observed gender parity in
enrolment in early grades, the lack of improvements in
secondary school completion continues to inhibit
opportunities for improved labor market outcomes for the
majority of the country's female population. This
report aims to take stock of the education outcomes realized
by Bangladeshi children and youth, particularly females, and
analyze the extent to which public investments in female
education have succeeded in actualizing the desired
medium-to-long term outcomes and results of said
investments. The remainder of the report is organized as
follows: Chapter 2 describes current policies and identifies
gaps in policy formulation in the view of ever changing
environment; Chapter 3 analyzes the current state of
education, focusing on gender-centric accomplishments and
existing drawbacks to universal enrolment and grade
completion; Chapter 4 explores the various roles that
economic, social and institutional factors play in
explaining current gender-centric trends in education uptake
and actualizing the benefit of gender parity; and Chapter 5
concludes this report and highlights the key findings and
related policy recommendations.
|
|---|