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Bangladesh and Cambodia Collaborate on Higher Education Development

Shiro Nakata's picture
The Cambodian Delegation Visiting the Veterinary and Animals Science University in Chittagong on September 2, 2014

Global partnerships often inspire higher education development. Partnerships were traditionally formed between universities in developed and developing countries. Increasingly important, however, are university partnerships across emerging economies where the common challenges of increasing access and ensuring quality are shared. Tested solutions and good practices may be applicable to address similar challenges in another country. Against this backdrop, there has been a close cross-country collaboration between the Higher Education Quality and Capacity Improvement Project (HEQCIP) in Cambodia and the Higher Education Quality Enhancement Project (HEQEP) in Bangladesh since 2010. Inspired by the success stories of HEQEP in recent years, a Cambodian delegation working for HEQCIP visited Bangladesh from August 30 to September 4, 2014 to learn from the experience of the HEQEP, which has had a few years head-start on implementing a competitive research grant program for universities.

Recognizing Prior Competence: Increasing Skilled Manpower in Bangladesh

Ahamad Tanvirul Alam Chowdhury's picture

Sweety, Liza, Asad, Zulfikar and many others like them had a common dream – to have good careers and let their families have a better life. Realization of that dream should have been simple – incomes that matched their accumulation of skills and years of job experience. They however, found this hard to achieve because they did not have accreditation that could assure prospective employers that they could actually deliver. What was needed – for both sides in the employee-employer relationship – was a mechanism to open the pathway to professional empowerment. That mechanism came about in the form of the Recognition of Prior Learning (RPL) policy of the Government of Bangladesh. Sweety, Liza, Asad and Zulfikar can now proclaim to the world – openly and without reservation – that they possess skills and expertise certified by the Bangladesh Technical Education Board (BTEB).

India: Jeevika Empowers Women in Rural Bihar through New Livelihoods

South Asia's picture
India: Jeevika Empowers Women in Rural Bihar through New Livelihoods
“We went to sleep hungry.” Women in rural Bihar, India, home to over 100 million people living in poverty, had a difficult time meeting basic needs. A project called Jeevika is organizing these women into self-help groups where they decide how to invest funds, distribute staples, learn basic banking skills, improve rice cultivation, and meet the nutritional needs of mothers.

Raising the Game to Deliver Pro-Poor Growth for Bangladesh

Iffath Sharif's picture
Arne Hoel/World Bank

Bangladesh has set an ambitious goal to become a middle-income country by 2021—the year it celebrates the 50th anniversary of its independence. Equally important to achieving the coveted middle income status is making sure that all Bangladeshis share in the accelerated growth required to achieve this goal, particularly the poor. The Government of Bangladesh’s Vision 2021 and the associated Perspective Plan 2010-2021 lay out a series of development targets that must be achieved if Bangladesh wants to transform itself to a middle income country. Among the core targets used to monitor the progress towards this objective is attaining a poverty head-count rate of 14 percent by 2021. Assuming population growth continues to decline at the same rate as during the 2000-2010 period, achieving this poverty target implies lifting approximately 15 million people out of poverty in the next 8 years. Can Bangladesh achieve this target? Not necessarily so. A simple continuation of the policies and programs that have proven successful in delivering steady growth and poverty reduction in the past decade will not be sufficient to achieve the poverty target set for 2021.

No Magic Bullet for Closing the Gender Gap in Developing Countries

Niaz Asadullah's picture
Students at the Vhuerdiah village in Babuganj, Barishal.
Mahfuzul Hasan Bhuiyan/World Bank

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​.