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

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  • Gee, Kevin A.

Abstract

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.

Suggested Citation

  • Gee, Kevin A., 2015. "Achieving gender equality in learning outcomes: Evidence from a non-formal education program in Bangladesh," International Journal of Educational Development, Elsevier, vol. 40(C), pages 207-216.
    • Handle: RePEc:eee:injoed:v:40:y:2015:i:c:p:207-216
    DOI: 10.1016/j.ijedudev.2014.09.001
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    References listed on IDEAS

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    1. Haydn Morgan & Harry Bowles & Anthony Bush, 2025. "Sport-Based Interventions as Non-Formal Education: Enabling the Education to Employment Transition for Young People," Social Sciences, MDPI, vol. 14(5), pages 1-18, April.
    2. Xu, Sijia & Shonchoy, Abu S. & Fujii, Tomoki, 2022. "Assessing gender parity in intrahousehold allocation of educational resources: Evidence from Bangladesh," World Development, Elsevier, vol. 151(C).

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