Does Scholarship Scheme Contribute to Gender Parity in Female Education? The Case of Secondary Education in Bangladesh
Bibliographic record
Abstract
Gender parity in education plays an important role in socio-economic development of a country where the government policies and procedures are paramount factors for its sustainability. Although Bangladesh has been working to improve the female students enrolment at secondary education since its independence; the achievement is considered insignificant. Recently the country has introduced female secondary education enhancement policy to increase and ensure female students’ enrolment. The paper has analysed the impact of this policy regarding the female secondary education in Bangladesh. Using secondary data, the paper analysed the policy-impacts through changes in the pattern and trend of female secondary student enrolment, the indices of gross enrolment ratio (GER), net enrolment ratio (NER) and net attendance rate (NAR). It also analysed gender disparity index (GDI) and gender parity index (GPI) in secondary education. The paper found that the undertaken policy has positively impacted on female secondary education in Bangladesh but the rate of drop-out and failed students is much higher for female than those for male which raises a question of the effectiveness of the policy. The government should formulate a complementary education policy to achieve desired quantity and quality female secondary education. The findings of the paper might be of interest for researchers, development practitioners and policy makers. Key words: Gender; female; secondary education; education policy; Bangladesh
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".