Literaturnachweis - Detailanzeige
| Autor/inn/en | Chowdhury, A. Mushtaque R.; Nath, Samir R.; Choudhury, Rasheda K. |
|---|---|
| Titel | Equity gains in Bangladesh primary education. |
| Quelle | In: International review of education, 49 (2003) 6, S. 601-619Infoseite zur Zeitschrift |
| Beigaben | Literaturangaben 41; Tabellen 3; Grafiken 7 |
| Sprache | englisch; deutsche Zusammenfassung; englische Zusammenfassung; französische Zusammenfassung; russische Zusammenfassung; spanische Zusammenfassung |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 0020-8566 |
| Schlagwörter | Empirische Untersuchung; Chancengleichheit; Soziale Benachteiligung; Soziale Herkunft; Gleichstellung; Bildungspolitik; Bildungsreform; Schulbesuch; Schülerzahl; Grundschule; Primarbereich; Schüler; Schulerfolg; Schülerleistung; Bildungsprogramm; Ländlicher Raum; Datenanalyse; Armut; Schlüsselqualifikation; Leistung; Ethnische Minderheit; Bangladesch |
| Abstract | Although equity is a desirable objective of any form of development intervention, including education, not many studies dwell upon this important area. Information on related trends is even more rare. This essay uses field-level data from Bangladesh to examine equity levels and trends in primary education, including enrolment and quality of learning, focusing on equity for different gender, urban or rural, economic and ethnic groups. The study shows that while some disparity between girls and boys has been eliminated, girls are still far behind boys in terms of learning achievement. Children belonging to poorer families and ethnic minority groups lag behind the respective dominant groups in terms of both enrolment and learning achievement. At the same time, there have been some improvements for hitherto excluded groups such as rural girls and children of the poor. These changes are attributed mainly to 'positive discriminatory' steps taken by the government and non-governmental organizations in favour of such groups. If this trend continues, Bangladesh can look forward to establishing itself as a more equitable society than it is now. (DIPF/Orig.) |
| Erfasst von | DIPF | Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main |
| Update | 2005_(CD) |
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