A number of incidents this year have highlighted the challenging circumstances in which girls attend school in developing countries. Nearly 300 adolescent school girls were abducted from their boarding school in northeastern Nigeria by the Boko Haram group. Frequent attacks on schools have forced many parents to withdraw girls from education.
Development practitioners and donors are more convinced than ever that increasing opportunities, skills and resources for women and girls will lead to measurable improvements across a wide range of development indicators for all people, irrespective of their gender. The running assumption is that supporting adolescent girls is one of the most effective strategies available to achieve wider developmental outcomes.
The World Bank’s report, Voice and Agency: Empowering women and girls for shared prosperity launched two weeks ago, highlighted the close relation between female education and child marriage, noting, in particular, that girls with no education were six times more likely to enter into a child marriage compared to girls with high school education in 18 of the 20 countries with the highest prevalence of child marriages. However, the case of Bangladesh shows that improvements in female education are not a sufficient condition for reducing child marriage among women: two out of every three girls marry before age 18 in spite of a big jump in secondary school enrollment and a sharp decline in fertility rate in the last twenty years.
Faced with pressure of an increasing number of students, education quality has been a central concern for the universities and society at large in Bangladesh. Bangladesh has been a shining example in increase access and quality to primary and secondary education, but similar progress has not yet been seen at the tertiary level. Educationists are concerned that higher education, in its current form, may not be able to supply sufficient numbers of highly trained and motivated individuals to meet the challenges of the twenty-first century. Such worries are not completely groundless. At many universities, facilities and equipment such as laboratories, libraries, equipment, journals etc. were often in short supply or outdated.
The Academic Innovation Fund (AIF) initiative under Higher Education Quality Enhancement Project (HEQEP), is helping universities to overcome such challenges. A number of faculties have already taken advantage of the opportunity to bring about improvements in teaching, learning, and facilities.
If the deluge of trend pieces tell us anything, it’s that the millennials are the most fussed over demographic in history. But behind the hype, there is real a tectonic shift. We are now witnessing the largest youth bulge in history. Over half the world’s population is now under thirty, with the majority living in developing and middle-income countries.
A youthful population can be source of creativity, innovation and growth –but only if employed and engaged in their societies. Unfortunately, for much of the world’s young people, reality is very different.
A number of hurdles prevent young people from contributing as productive, socially responsible citizens. As Emma Murphy of Durham University notes, “Poor education limits their skills, poor employment limits their transition to adulthood and political obstacles limit their voice and participation.”
The longer young people are excluded from participating in their economic and political systems, the further we are from realizing the ‘demographic dividend’.
It’s a no-brainer. A youth agenda, focusing on the issues that affect young people, must be a critical piece of any post-2015 framework. Where do we start?
Promoting career opportunities through industry linkages for those who complete technical and vocational education is now a reality in Bangladesh. The local shipbuilding industry is thriving with strong growth potential. Currently, the demand for technically skilled workers in Shipbuilding industry is high. The industry is likely to become a major employment provider for the technically skilled workers in Bangladesh. Not surprising, that 55 of the 72 welders who had completed their training from Khulna Shipyard Technical Training Centre (KSYTTC) were absorbed by a private shipbuilding and light engineering firm, Khulna Shipyard Limited (KSY) in August 2014. The same company will hire 30 more in the coming month.
How much social mobility is there in South Asia? The intuitive answer is: very little. South Asia is home to the biggest number of poor in the world and key development outcomes – from child mortality to malnutrition – suggest that poverty is entrenched. Absence of mobility is arguably what defines the caste system, in which occupations are essentially set for individuals at birth. Not surprisingly, the prospects for people from disadvantaged backgrounds to prosper are believed to be gloomier in this part of the world.
And yet, our analysis in Addressing Inequality in South Asia, reveals that economic and occupational mobility has become substantial in the region in recent decades. In fact, it could even be comparable to that of very dynamic societies such as the United States and Vietnam. The analysis also suggests that cities support greater mobility than rural areas, and that wage employment – both formal and informal – is one of its main drivers.
When splitting the population into three groups—poor, vulnerable, and middle class—upward mobility within the same generation was considerable for both the poor and the vulnerable. In both Bangladesh and India, a considerable fraction of households moved above the poverty line between 2005 and 2010. Meanwhile, a sizable proportion of the poor and the vulnerable moved into the middle class. In India, households from Scheduled Castes and Scheduled Tribes – considered together – experienced upward mobility comparable to that of the rest of the population.