Bangladesh EFA MDA National Report 2001-2005 - United Nations ...

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Bangladesh EFA MDA National Report 2001-2005Goal StatementBANGLADESH EFA MID-DECADE ASSESSMENT, 2007MEASURING PROGRESS TOWARDS EFA GOAL 5: GENDERPARITY AND EQUALITYMeasuring progress towards EFA Goal-5: Eliminating gender disparities in primary and secondaryeducation by 2005, and achieving gender equality in education by 2015 with a focus on ensuringfemales’ full and equal access to and achievement in basic education of good qualityGender refers to “the roles and responsibility of men and women that are created in our families, oursocieties and our cultures. The concept of gender also includes the expectations held about thecharacteristics, attitudes and likely behaviors of women and men” (UNESCO). Gender is clearlydistinguished from sex to the extent that sex describes the biological differences between men and women(which can not be changed), while gender refers to a position of equality between men and women havingequal conditions for realizing their full human rights and for contributing to, and benefiting from,economic, social, cultural and political development. Gender equality is, therefore, equal valuing bysociety of the similarities and the differences and their roles they play (UNESCO).Gender is an issue which runs across all the EFA Goals, and there is a risk that by featuring it in a singlegoal it can be isolated from others. Goal-5: Gender Parity and Equality seeks to main stream GenderIndicators throughout the six goals, ensuring that all aspects of Education For All are brought intoconsideration.International Commitment of and Gender Status in BangladeshArticle 3, section 3 of the World Declaration on Education for All states that “The most urgent priority isto ensure access to, and improve the quality of, education for females and women, and to remove everyobstacle that hampers their active participation. All gender stereotyping in education should be eliminated(Jomtien 1990).The Dakar Framework for Action Education for All: Meeting our Collective Commitments (adopted bythe World Education Forum, Dakar, Senegal, 26-28 April 2000) is based on the most extensive evaluationof education ever undertaken, the Education for All (EFA) 2000 Assessment. Called by the WorldConference of Education for All ten years earlier, the assessment produced a detailed analysis of the stateof basic education around the world. Number 5 of the six specific goals of the Dakar Framework outlinesthat: eliminating gender disparities in primary and secondary education by 2005, and achieving genderequality in education by 2015 with a focus on ensuring females’ full and equal access to and achievementin basic education of good quality. Following the World Declaration along with other internationalcommitments Bangladesh has attempted to ensure gender equality in different arena of development.Bangladesh has enjoyed success in achieving gender parity and significantly increasing enrolment. Thegender gap in primary and secondary education is closing at an impressive pace (PEDP II, DPE, MoPME,2007; SESIP II, DSHE, MOE, 2006) 1 .However, there is still a gender gap in achieving quality in education sector. A number of factors contributeto the gender gap in achieving quality education such as extreme poverty, social customs, religious1 Baseline survey in PEDP II, DPE, MoPME, 2007; in the ADB PPTA of SESIP II (implemented as SESDP, DSHE, MOE,2006).162
Bangladesh EFA MDA National Report 2001-2005sanctions, lower socio-cultural status of females as compared to males, early marriage, insecurity speciallywith regard to abuse, lack of transport or communication facilities, lack of toilets, lack of drinking waterfacilities, insufficient number of female teachers and others. All of these factors are related to females’gender identity, which also contributes to the dropouts of females from education system (Nasreen andTate, 2007) 2 .Though Bangladesh has much to be proud of in terms of educating females, it is also clear that women’sdevelopment has not kept pace with social development. The gender empowerment measure of 2004 ranksBangladesh 76 th out of 78 countries in women’s development, which is clearly shows that increasedenrolment has contributed little towards women’s empowerment.Educating women had not always been a goal of education in Bangladesh. However, current conventionson education are focused on quality, giving females dignity, empowerment, and equality through theirschooling. One of the main factors that hinders progress of female students is a lack of equal education.Many disruptions to the country, such as, famine, flood and the like have meant increase in violenceagainst women (UNICEF, June 2006, Females’ Education Network in Bangladesh).5.1 Policy/System IndicatorsLegislative, policy and institutional reform exist that are in conformance with the Convention on theElimination of All Forms of Discrimination against WomenThe Constitution of Bangladesh guarantees equal opportunities for all women and men in the country,which led to gradual reforms within the national policy environment towards gender equity. These are –Formation of National Council for Women’s Development (NCWD) and National Policy forAdvancement of Women (NPAW) within the framework of the Convention on the Elimination of AllForms of Discrimination Against Women (CEDAW) and a follow up of Beijing Conference onWomenFormation of National Action Plan for Women’s Advancement (NAPWA) as a follow-up to theBeijing Platform of Action (PFA)Establishment of Ministry of Women and Children Affairs (MoWCA)Appointment of Parliamentary Standing Committee for MoWCA.Constitution of Inter-ministerial Coordination and Evaluation CommitteeInstitutional Review of WID Capability of Government of Bangladesh/WID Focal PointsConstitution of WID Coordination Committees at the District and Upazilla LevelsPoverty Reduction Strategy Paper (PRSP).National Council for Women’s DevelopmentIn context of CEDAW significant policy reforms include formation of a National Council for Women’sDevelopment (NCWD) in 1995, consisting of 49 members with the Prime Minister as Chairperson. Themembers include Ministers, Secretaries of line Ministries, representatives of civil society and women’sorganizations.2 Nasreen, Mahbuba and Sean Tate. 2007. Social Inclusion: Gender and Equity in Education SWAPs in South Asia (BangladeshCase Study), UNICEF: Dhaka, Bangladesh.163
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