Achieving gender equality in learning outcomes: Evidence from a non-formal education program in Bangladesh

• Published in: International journal of educational development Vol. 40; pp. 207 - 216
• Main Author: Gee, Kevin A.
• Format: Journal Article
• Language: English
• Published: Elsevier Ltd 01.01.2015
• Subjects: Bangladesh; Fixed effects; Gender parity; Girls’ education; Hierarchical linear modeling (HLM); Non-formal education; Girls’ education; Non-formal education; Fixed effects; Bangladesh; Hierarchical linear modeling (HLM); Gender parity
• ISSN: 0738-0593; 1873-4871
• DOI: 10.1016/j.ijedudev.2014.09.001

•I study a non-formal education (NFE) program in Bangladesh called SHIKHON.•I analyze the achievement of girls relative to boys in the SHIKHON program.•I find that girls achieve on par with boys across four subject areas. Non-formal education (NFE) programs have been a long standing approach to educating marginalized children, especially girls, across the developing world. Though such programs provide girls with expanded access to learning opportunities, the evidence of whether enhanced access actually leads girls to achieve on par with boys remains limited. In my quantitative cross sectional study, I analyze the academic achievement of girls relative to boys in a sample of 1203 children participating in a NFE program in rural Bangladesh, known as SHIKHON which means “learning” in Bengali. I find strong correlational evidence that gender is not significantly associated with achievement; on average, girls achieve on par with boys across four subject areas including literacy (English and Bangla), numeracy, science and social science.