But it is essential to evaluate the completion rate, stagnation rate and internal efficiency of female students of the secondary education to assess the effectiveness of the gender responsive government interventions. To make gender-responsive government interventions more effective, some specific recommendations were provided as conclusions of the study.
1. 2 Statement of the Problem
1. 3 Rationale of the Study
In order to evaluate the gender-responsive interventions in secondary education, it is essential to examine the indirect impacts and socio-economic returns. The study will attempt to investigate the social returns of gender-responsive interventions in secondary education.
The study is carried out with a view to 1<, to achieve the following specific objectives; .. i) to evaluate the gender-responsive interventions of the government in secondary education in terms of quantity and quality; .. ii) to investigate the effectiveness of gender-responsive government interventions in secondary education to eliminate gender gaps; 1 iii) to examine weakness and limitations of gender-responsive interventions.
1. 6 Sources of Data and Information Secondary Sources
- The second questionnaire was used for guardians of stipend holder- students: using this questionnaire attempt was taken to judge the views of
- The third questionnaire wa~ used for teachers of s,tipend receiving schools: using the questionnaire attempt was taken to judge the effectiveness
- The fourth questionnaire was used for Upazila Secondary Education Officer: using the questionnaire attempt was taken to judge the effectiveness
- Scope and Limitations of the Study
- Scope
- Limitations
- Framework of the Study
- Working Definitions
- Literature Review
The first questionnaire was used for female students: by using the questionnaire, we tried to evaluate the effectiveness of the scholarship program in terms of the sufficiency of the scholarship amount, the tendency of enrollment of elementary school students, the tendency of child marriages, the tendency of enrollment in upper secondary schools. education, tendency to enroll in vocational education, etc. Scope and limitations of the study: .. i) The study was limited to gender responsive government interventions in secondary education to achieve gender equality.
CHAPTER- TWO
Gender Gaps in Various Sectors in Bangladesh
Gander gap ofBangladesh in Comparison to SAARC Countries
Gender . gap in Primary Enrolment
Gender Gaps in Secondary Level
At all levels of educational leadership, the gender gap in the teaching staff continues in a broader sense. In Table-6, the gender differences at all levels of education are clearly shown.
CHAPTER-TIIREE
Policy Interventions of Government in Education For Attaining Gender Parity
- Policy Interventions in Education: The National Plan of Action on Education (1991-2000)
- Gender Responsive Interventions Under National Development Plans
- J The First Five Year Plan (1973-78)
- The Third Five Year Plan (1985-90)
- The Fourth Five Year Plan (1990-95)
- Second Two-Year Plan (1995-97 )
- MDG: Specific Targets of Bangladesh for Attaining Gender Parity in Education
High priority given to higher education over basic and teacher training led to skilled unemployment, creating an imbalance in the education sector and creating significant social tensions in the country. At the time of the first five-year year, the percentage of female students in the total student population was only 28.5%, which was extremely low. The importance of education for women was therefore correctly expressed in the first Five Year Plan.
In the FFYP, the following measures are proposed to encourage increased participation of women in education; Initially, however, female teachers with lower educational qualifications may be employed to teach the lower class. Collaboration between women's organizations, urban and rural development organizations and other social-humanitarian workers would be sought to accelerate women's education in the country.
At the same time, the country is committed to guaranteeing the right to education, social justice and equal opportunity for all, as stated in the Constitution or in the Republic – the supreme law of the land.
CHAPTER-POUR
Specific Interventions of Government in Education For Attaining Gender Parity
Specific Interventions in Secondary Education
Statistics of the Directorate of Secondary and Higher Education show that during FY 2003-04, a total number of 39,04,723 female students have benefited from scholarships in 4 different projects." The government's policy of patronizing programs in support of women's education has contributed to a significant increase in the number of female students in educational institutions. Award to female students within the Female Student Assistance Project who obtain results of excellent in academic exams iv).
Developed separate toilets for female students in each school. v) Steps have been taken to increase the number of women teachers in local areas and measures have been taken to reserve 30% quota for women .. tcac icr wit 1 a owcr qua I icauon on entry t ran men. To increase the opportunity for education of Women, the government started a nationwide free ship and scholarship program for female students in classes VI to X from. To motivate female students for self-employment and with a view to achieving the goal of creating opportunities for vocational training after secondary level.
The government's policy of patronizing programs that support female education has contributed to a significant increase in the number of female students in educational institutions.
CIIAPTER-FIVE
Analysing the Effectiveness of Gender Responsive Goverument Interventions
A Analysis of Secondary Data
- Analyzing the Trend of Female Enrolment in Secondary Level
- Net Enrolment in Secondary Level I~
- Analyzing the Trend of Female Enrolment in Higher Secondary Level
- Growth of Female Enrolment in TVET
- Dropout and Completion Rates in Secondary Level
The number of female students at secondary level is higher than that of male students, but due to the low transition rate from primary to secondary level, both GER and NER at secondary level are significantly lower. Due to the positive effect of women's scholarship programs, the percentage of female students at the secondary level is higher than the percentage of male students. But the poor male-to-female enrollment ratio still raises questions about the true impact of women's scholarship programs.
The higher growth rate of female enrollment at the upper secondary level is the direct positive impact of female student scholarship programs. Table-12 shows that the dropout rates for women at secondary level are higher than for male students, and that both the completion and survival rates for female students are significantly lower than for male students. Due to socio-cultural norms, a large number of female students are forced to marry before completing secondary education.
However, in the period 2001-2005, there has been no significant development in drop-out, survival and completion rates for female students at secondary level.
- Growth of Female Teacher in Secondary Education
- Trend of Adult Literacy, Employment and Women Empowerment
- B Analysis of Primary Data
- The second questionnaire was used for guardians of stipend holder- students: using this questionnaire attempt was taken to judge the views of
- The third questionnaire was used for teachers of stipend receiving schools: using the questionnaire attempt was taken to judge the effectiveness
- The fourth questionnaire was used for Upazila Secondary Education Officer: using the questionnaire attempt was taken to judge the effectiveness
- Findings From the Analysis of the Primary Data
During this period, the growth in the number of female teachers is greater than in previous years. Compared to men, the rate of increase in the number of employed women is slow and insignificant. Guardians of individual students of the mentioned schools were surveyed with questionnaires, and in collecting data from the guardians we helped each other with female students.
The first questionnaire was used for female students: using the questionnaire, an attempt was made to assess the effectiveness of the stipend program in terms of adequacy of the stipend amount, the propensity of enrollment of primary school graduates, the propensity of child marriage, the propensity of enrollment in 'higher'. After completing SSC level, female students want to study HSC level with cent percent stipend. After completing the SSC level, 58 percent of stipend female students want to pursue vocational and technical education at the HSC level.
Female students with cent percent stipend believe that 'Education and self-employment are one of the important ways to improve the social status of women'.
CHAPTER- SIX Findings of the Study
- Low Female Enrolment in Secondary Level
- High Dropout Rate of Female Students
- Low Level of Internal Efficiency
- More Gender Disparity in Teaching Staffs
- Gender Inequity in Youth Literacy Rates
- Gender Disparity in Other Sectors
- Less Output and Less Competency in Secondary Level
- Weak Supervision
- Lack of Accountability
Despite a large number of government interventions and promotion programs, the share of female teachers in secondary levels of institutions is significantly less than that of males. Despite the provision to recruit 30% female teachers in secondary schools, the current share of female teachers in secondary schools has increased to only 19%. The literacy rate of 7+ year olds shows a narrowing of the gap with male rates at 55.77 percent and female at 49.11 percent18.
It is clear from the study that the participation of women in the public sector is very low, but day by day the number of women employed in the public sector is low. Public examinations held at the end of grades X and XII are important indicators of the quality of secondary education. It is clear that the low pass rate for female students is the direct and negative effect of the school authority not maintaining 45% marks for salaried students as a vital condition of the programme.
As a result, the quality of female education has not increased as enrollment increases.
Conclusion
The appointment of local parliamentarians, political personalities and government officials as heads of SM Cs of multiple institutions should be stopped. Members and chairs of these committees should be parents and community representatives known for their interest in and contributions to education. Like internal efficiency, there is a need to develop an accepted and effective method to measure the productivity of the education sector.
The traditional way of measuring performance based on pass/fail percentage should be stopped. Public-private partnerships, cost sharing and cost recovery should be considered as strategies to manage limited resources, increase resources for quality improvement and contribute to equity in the education system and higher education subsystem. Education committees should be established at national and sub-national levels up to the upazila to provide overall supervision and guidance.
The boards of education should deal exclusively with public examinations and supervision of schools.
Specific Recommendations for Attaining Gender Parity in
Secondary Education
Recommendation for Further Study
Further study is recommended for examining the multiple impacts of female education, such as the relationship between years of schooling and the ability to manage infertility through contraceptives; relationship between year of schooling and. Government of Bangladesh (2005), Unlocking the Potential: National Strategies for Accelerated Poverty Reduction, Ministry of Planning, Dhaka. 2005), Training and Human Resource Development for Law. Government of Bangladesh (2007), Millennium Development Goals Mid-Term Progress Report, 2007, General Economic Division, Ministry of Planning, Dhaka.
Nurunnabi Khan, T.T.M.(ecl) (1993), Role of Vocational Training to Human Resource Development in Bangladesh, International Labor Organization Field Office, Dhaka.
Appendix-Of
Appendix-02 Technical Notes
- Gross Enrolment Ratio
- Gender-related development index (GDI)
- Repetition Rate
- Survival Rate by Gracie
- Years-input Per Graduate
- Percentage of Repeaters
Method of calculation: Divide the number of repeaters in a given class in the school year t+l by the number of students from the same group enrolled in the same class in the previous school year t. Calculation method: Divide the total number of students belonging to a school group who have reached each successive grade of a given level of education by the number of students in the school group, i.e. Deflnitlun: The ideal (optimal) number of student years required (i.e. in the absence of repetition and dropout) to produce a number of graduates from a given group of schools for a cycle or educational level expressed as a percentage of the actual number of of student years spent to produce the same number of graduates.
Calculation method: Divide the ideal number of apprenticeships required to produce a number of graduates from a given school cohort for the specified educational level by the actual number of apprenticeships required to produce the same number of graduates, and multiply the result by I 00. Calculation method: Divide the total number of student years spent by a student cohort (graduates plus school leavers) at the indicated educational level by the sum of successive batches of graduates belonging to the same cohort. Definition: Total number of students enrolled in the same grade as in a previous grade ycar.icxprcsscd as a percentage or total enrollment for the specified grade.
Calculation method: Divide the number of pupils/students who repeat a given grade in a given school year by the number of pupils/students enrolled in the same class in the same school year and multiply by I 00.
Bnnglaclcsh Public Administration Traiidng Centre Savar, Dhaka
Research Project on" Effectiveness of Gender Responsive Government Interventions in Secondary Education in Bangladesh"
