Education is a catalyst for human development. Considering this fact access to basic education is made free and compulsory for all citizens in Bangladesh. Government has been taking numerous policy measures and programmatic interventions to enhance the access to education and thus to achieve the target of 100 per cent access to education by 2015. However this study using secondary research method reveals that despite of achievements in some areas there are still notable gaps between achievements and targets.
This study uses an analytical lens constructed with rights and ability notions of access. It analyses the present scenario in access to education to explore to what extent the education system is providing rights of access to education. At the same time it examines the efficiency of the education system and policies to what extent those are able to empower the students with ability to enter, sustain and succeed in basic education.
The study has found commendable achievement in enrollment and gender disparity. However, from the ability perspective the education system is still not enough inclusive with ethnic and socio-economic disparity. Special measures need to be taken in the area of access to education of children with special needs, access to education of indigenous peoples and more investments in infrastructure.
Table of Contents
SECTION 1: INTRODUCTION
Focus and objectives of the project
Research questions and associated propositions
An overview of the analytical framework and its application
Research methodology
Overview of the project
SECTION 2: ANALYTICAL FRAMEWORK
Introduction
Access as ‘right’ and ‘ability’
Access ‘right’ and ‘ability’ in relation to education
Access ‘right’ and ‘ability’ in relation to education in the context of the Sustainable Development Goals
A synthesis
SECTION 3: EMPIRICAL ANALYSIS
Introduction
Policy commitments: recognising the ‘right’ to access education
Policy commitments: recognising the ‘ability’ to access education
Policy achievements: fostering the ‘right’ to access education
Policy achievements: fostering the ‘ability’ to access education
The special case of Indigenous Peoples’ access to education
Beyond 2015: access to education and the underlying significance of the Sustainable Development Goals
A synthesis
SECTION 4: CONCLUSION
Main findings & their significance
Policy recommendations
Suggested lines of future research
Concluding observations
Research Objectives and Focus
This study investigates access to basic education in Bangladesh by utilizing an analytical lens that incorporates both the "rights" and "ability" dimensions. The primary objective is to evaluate how national policies and programmatic interventions facilitate access to education, while identifying persistent gaps in inclusivity, efficiency, and socio-economic equality that hinder the full realization of these rights for all citizens, particularly for marginalized groups.
- Theoretical conceptualization of access as both a legal entitlement (right) and practical capacity (ability).
- Analysis of national policy frameworks, including the Compulsory Primary Education Act and various Five Year Plans.
- Empirical evaluation of education indicators such as enrolment, repetition, dropout, and completion rates from 2005 to 2014.
- Examination of access barriers for vulnerable populations, with a specific focus on indigenous peoples.
- Policy recommendations to enhance inclusivity and align the education system with the Sustainable Development Goals (SDGs).
Excerpt from the Book
Access ‘right’ and ‘ability’ in relation to education
Education is a fundamental human right which is necessary for the human entity to flourish in its fullness. This right to education is internationally recognised as a fundamental human right. The Universal Declaration of Human Rights had acknowledged the rights to education for all in 1948. It had stated in its article 26 (1) – ‘Everyone has the right to education. Education shall be free, at least in the elementary and fundamental stages. Elementary education shall be compulsory. Technical and professional education shall be made generally available and higher education shall be equally accessible to all on the basis of merit.’ This international declaration had formulated the framework for access to education as inalienable human rights which must be free, easily accessible and non-discriminatory by offering availability of education for all. Ensuring education for all depends on providing easy access to education by creating environment in schools and offering education programs which enable the children learn easily and comfortably (UNESO 2005, p. 10). Access to education generally can be conceptualized as the ways through which one can gain education.
It means creating opportunities for children in institutional or social settings through which they can learn easily by participating into educational programs without any constraints irrespective of race, language, religion, gender, sexual orientation, perceived intellectual capability, socio-economic status, and geographical location. This access to education is seeded into the fundamental principal of EFA by emphasizing that all children should have opportunity to learn (UNESCO 2005, p. 29). It means that education should be easily available to all children by any means.
Summary of Chapters
SECTION 1: INTRODUCTION: This chapter outlines the research objectives, the theoretical focus on "rights" and "ability," and the secondary research methodology used to evaluate education access in Bangladesh.
SECTION 2: ANALYTICAL FRAMEWORK: This section constructs the theoretical basis by exploring the dual concepts of "access as right" and "access as ability" and their interplay with sustainable development goals.
SECTION 3: EMPIRICAL ANALYSIS: This chapter presents a comprehensive data analysis of Bangladesh's education system, examining national policies, infrastructure, and key performance indicators like enrolment and dropout rates.
SECTION 4: CONCLUSION: The final chapter summarizes the core findings, highlighting both the successes and failures of the education system, and provides actionable policy recommendations for future development.
Keywords
Access to education, Bangladesh, Human rights, Ability, Primary education, Enrolment rate, Dropout rate, Sustainable Development Goals, Indigenous peoples, Inclusivity, Policy analysis, Education indicators, Educational efficiency, Social justice, Equity.
Frequently Asked Questions
What is the fundamental focus of this research?
The research focuses on the issue of access to basic education in Bangladesh, analyzing it through a combined lens of "rights" (legal entitlement) and "ability" (the practical capacity of students to sustain and benefit from that education).
What are the central themes of the work?
The central themes include the analysis of national education policies, the evaluation of educational efficiency, the impact of socioeconomic and ethnic disparities on learning outcomes, and the alignment of national goals with international frameworks like the SDGs.
What is the primary objective of this study?
The primary objective is to explore the legislative provisions ensuring the right to access education and to evaluate to what extent these policies effectively empower children to enter, remain in, and successfully complete their basic education.
Which research methodology is employed?
The study utilizes a desktop research method based on secondary data, primarily sourced from the Directorate of Primary Education (DPE) and the Annual Primary School Census 2014, covering the period from 2005 to 2014.
What is covered in the empirical analysis?
The empirical analysis examines key performance indicators such as enrolment, repetition, dropout, survival, and completion rates, as well as teacher training levels and infrastructural facilities to determine the internal efficiency of the education system.
What are the key terms that define this research?
Key terms include "right" and "ability" in the context of access, educational efficiency, social justice, sustainable development goals, and ethnic/socio-economic disparity.
Why does the study highlight the case of indigenous peoples?
The analysis reveals significant, persistent exclusion of indigenous peoples from the mainstream education system, making them a critical, yet overlooked, group that requires specific policy attention.
How does the "ability" dimension differ from the "rights" dimension in this study?
While the "rights" dimension focuses on the state's obligation to provide legal frameworks and equal access, the "ability" dimension focuses on whether the system actually empowers students to overcome physical, economic, and cultural barriers to achieve successful learning outcomes.
- Citar trabajo
- Asim Dio (Autor), 2015, Access to education as ‘rights’ and ‘ability’. A case study of access to basic education in Bangladesh, Múnich, GRIN Verlag, https://www.grin.com/document/338439
