Using empirical methods, this paper examines household schooling and child labor decisions in rural Bangladesh. The results suggest the following: poverty and low parental education are associated with lower schooling and greater child labor; asset-owning households are more likely to have children combine child labor with schooling; households choose the same activity for all children within the household, regardless of gender; there is a weak association between direct costs and household decisions; finally, higher child wages encourage households to practice child labor.

https://papers.ssrn.com/sol3/Delivery.cfm/SSRN_ID1001859_code763685.pdf?abstractid=967899&mirid=2

Household Schooling and Child Labor Decisions in Rural Bangladesh

Historically, educational gender gaps in Bangladesh persisted as households invested more in the education of boys than girls. Recent reports, however, claim that the educational gender gaps have reversed in favor of girls. Using nationally representative data and advanced empirical methods, this study finds that urban and rural boys (relative to urban and rural girls) have a 7.4 percent to 27.4 percent lower likelihood of being enrolled in school, 0.4 to 1.5 fewer years of educational attainment, and 9.7 percent to 30.8 percent lower likelihood of being literate. These findings draw attention to the causes of the reversal in the educational gender gap.

A Reversal of Educational Fortune? Educational Gender Gaps in Bangladesh

Historically, educational gender gaps in Bangladesh persisted as households invested more in the education of boys than girls. Recent anecdotal and descriptive reports, however, claim that Bangladesh has achieved gender parity in education. Using advanced empirical methods and nationally representative data, this study finds that urban and rural boys (relative to urban and rural girls) have a 7.4-27.4% lower likelihood of being enrolled in school, 0.4-1.5 fewer years of educational attainment and 9.7-30.8% lower likelihood of being literate. These findings draw attention to the causes of the reversal in the educational gender gap in Bangladesh. Copyright © 2008 John Wiley & Sons, Ltd.

A reversal of educational fortune? Educational gender gaps in Bangladesh

This article discusses a systematic review of studies of interventions in low-income developing countries that evaluated the elimination of school user fees (including tuition, uniforms, textbooks and other contributions). Only five rigorous empirical studies were identified that evaluate a school fees elimination program.  Overall, the 36 empirical and descriptive studies identified show positive enrollment and persistence outcomes for fees elimination, although some indicate accompanying tradeoffs in education quality.  The review highlights the need for more rigorous and longitudinal empirical research regarding the effects of various types of school fees elimination policies in low-income developing nations—particularly on the effectiveness of targeting policies to the most vulnerable groups, effects on education quality, and the extent to which fees abolition policies can be sustainable.

/pdf/eliminating-school-fees-in-low-income-countries-a-systematic-46izmdxj8b.pdf

Eliminating School Fees in Low-Income Countries: A Systematic Review

This paper aims to show the impact of access to electricity on school enrollment in Bangladesh. It offers an empirical investigation of the relationship between access to electricity and school enrollment statuses, such as grade progression, repetition, and non-attendance. The data were taken from Bangladesh’s Multiple Indicator Cluster Survey (MICS) database 2012–2013 provided by the Bangladesh Bureau of Statistics (BBS) and UNICEF; the data include two years of grading information for children of ages ranging from 5–15. We applied the propensity score matching (PSM) and the Markov schooling transition model using matched sample data. The results show that access to electricity has a significant positive effect on grade progression and a significant negative effect on non-attendance in the short run as well as in the long run. The simulation result shows that the non-attendance rate is lower and the school enrollment rate for children grades 9-11 is higher in the electrified areas compared to unelectrified areas. This result suggests that access to electricity is an important strategic indicator for increasing school enrollment in both primary and secondary schools.

The Effects of Electrification on School Enrollment in Bangladesh: Short- and Long-Run Perspectives

School Incentive Programs and Children's Activities: The Case of Bangladesh

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School Incentive Programs and Children's Activities: The Case of Bangladesh