RURAL BANGLADESH - PreventionWeb

Socioeconomic Profiles of WFP Operational Areas and Beneficiaries
Table 6: Educational Achievement of Adult Household members
% within WFP priority zone
Illiterate
Read/write
Preparatory
Primary completed
Secondary completed
Higher secondary
completed
Bachelor degree
Post graduate degree
Do not know
Number of adult
members
Educational Achievement of Household members age 19 years and above
WFP priority zone
CHT Coastal Drought N/W Char Haor
48.3% 48.2% 50.4% 48.2% 54.7% 55.7% 52.0%
12.1% 12.2% 13.9% 3.7% 9.3% 12.7% 9.6%
3.9% 10.9% 4.4% 7.0% 4.5% 2.5% 5.0%
13.4% 14.0% 17.2% 17.3% 16.2% 14.3% 16.1%
7.4% 5.4% 4.6% 7.6% 4.3% 5.1% 5.5%
10.4% 6.0% 5.0% 10.2% 6.1% 5.3% 6.9%
3.2% 1.8% 2.6% 3.7% 2.6% 2.7% 2.9%
1.1% 1.1% 1.3% 2.2% 1.9% 1.5% 1.7%
.1% .3% .5% .2% .4% .2% .3%
1173 1225 1121 1147 1133 1067 6866
Table 7 presents data on educational achievement of household heads. The results establish a
clear relationship (Chi square 925391.728) between household socioeconomic status and
literacy. Almost three out of every four heads of vulnerable households are illiterate,
compared to 22 percent of non-vulnerable household heads. There is also a significant
regional variation in the literacy skills of household heads. Illiteracy rates of household
heads are highest (58 percent) in the Char region and lowest in the Chittagong Hill Tracts
(44 percent). A significantly larger proportion of female household heads (75 percent) do not
have literacy skills compared to male household heads (53 percent).
Table 7: Educational Achievement of Household Heads
% within HH socio economic status
Illiterate
Read/write
Primary completed
Secondary completed
Higher secondary & above
Number of household head
Education of Household Head by Household Socioeconomic Status
HH socio economic status
Non
Vulnerable 2 3
34
Most
vulnerable
Total
Total
22.1% 47.5% 66.8% 74.7% 54.0%
13.5% 17.9% 14.5% 12.9% 15.3%
23.3% 19.3% 11.6% 7.2% 15.5%
14.4% 4.5% 2.3% 2.9% 5.1%
26.7% 10.8% 4.8% 2.4% 10.0%
414 993 858 396 2661
Bangladesh has clearly made substantial strides in promoting educational attendance and
achievement during the past two decades. Approximately 65 percent of school-aged
children (5 to 18 years) are currently enrolled and regularly attend school. Many
communities commented on improved educational quality in recent years. Attitudes about
the importance of education have clearly shifted during the past decade. Most communities
throughout the six zones appear pleased with improvements in the educational system.
However these attitudes appear to vary substantially according to community participation in