Introduction
In Bangladesh, education is seen not just as a right but as a lifeline out of poverty. Yet, for millions of girls, this lifeline is increasingly out of reach. Recent reports shed light on a troubling trend where economic hardship, natural disasters, and the lingering impacts of the global health crisis are driving unprecedented numbers of girls out of the education system. This issue has profound implications not only for the girls themselves but for the future socio-economic fabric of Bangladesh.
The Scale of the Problem
Official statistics paint a grim picture: around 8.8 million girls were enrolled in primary education in 2018. However, by 2023, the number of girls in secondary education had significantly dropped, suggesting that approximately 3.3 million girls had left school before reaching this stage. Even when adjusting for those attending madrasas (Islamic schools) or vocational training, the dropout rate is a staggering over 35%. This mass exodus from education is not just a statistic but a collection of individual stories of struggle and lost opportunities.
A Personal Story: Zueana’s Journey
Zueana, a 19-year-old from a remote village in Bangladesh’s northeastern region, embodies this crisis. She was the first in her family to step into a classroom, thanks to innovative “boat schools” — institutions literally set on river boats that navigate to isolated villages during the monsoon season when travel becomes treacherous. These schools were a beacon of hope, providing free education to those who could otherwise not access it. However, the COVID-19 pandemic disrupted this arrangement. With schools closed, Zueana, like many others, moved to Dhaka to work in the sprawling garment sector, her education left behind.
Underlying Issues
Economic Barriers: Even with initiatives like stipends and free textbooks, the ancillary costs of education—uniforms, transport, and even the loss of potential income from child labor—make schooling a luxury many families cannot afford. The economic fallout from the global health crisis has only deepened this crisis, with families prioritizing immediate survival over long-term educational investment.
Cultural and Safety Concerns: The specter of child marriage looms large. Girls are often pulled out of school to marry early, a practice rooted in cultural norms but perpetuated by economic necessity. Additionally, safety issues during travel to and from school, particularly in rural areas, and the lack of gender-specific facilities like toilets in schools, deter attendance. The fear of harassment or “eve-teasing” also plays a significant role in parental decisions to keep daughters at home.
Natural Disasters: Bangladesh, with its geography and climate, is prone to cyclones, floods, and river erosion. These natural events not only destroy infrastructure but also disrupt education for months. For families in disaster-prone areas, the immediate aftermath often requires children, especially girls, to contribute to recovery efforts rather than attend school.
Efforts and Interventions
Local and International Initiatives: The Bangladesh government, along with NGOs and international bodies, has been trying to address these challenges. Programs like the “boat schools” are part of broader efforts to bring education to the most inaccessible corners of the country. Partnerships with development organizations aim at changing societal attitudes towards girls’ education, reducing household chores on girls, and combating child marriage.
Global Examples: Lessons from other countries offer hope. Nigeria’s “Adolescent Girls Initiative for Learning and Empowerment” has shown success by providing scholarships and support to girls from impoverished backgrounds. On a global scale, organizations like the Malala Fund work tirelessly to ensure girls’ education is prioritized, while World Bank projects aim at systemic changes in educational accessibility and quality.
The Broader Impact
The high dropout rate has dire consequences beyond immediate educational loss. According to 2022 data, 7.3% of girls aged 15-19 have already given birth, with those out of school being at a significantly higher risk of violence, abuse, and exploitation. The lack of education limits future job prospects, perpetuating cycles of poverty and gender inequality. Experts like Rasheda K Choudhury from the Campaign for Popular Education (Campe) emphasize the urgent need for more robust educational infrastructure, safe transportation, and spaces for girls, coupled with societal campaigns to change attitudes towards women’s education and rights.
Conclusion
The struggle of millions of Bangladeshi girls to stay in school is an indictment of systemic failures but also a call to action. It requires a coordinated, multi-faceted approach involving policy reform, community engagement, and international support to ensure that education isn’t just a right on paper but a lived reality for all girls. The dream of education as a pathway out of poverty must not be allowed to fade for these young women; instead, it should be nurtured with the vigor and resources it demands.
