 Achieving gender equality in learning outcomes: Evidence from a non-formal education program in BangladeshKevin A. Gee International Journal of Educational Development, 2015, vol. 40, issue C, 207-216 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. Keywords: Non-formal education; Bangladesh; Girls’ education; Gender parity; Fixed effects; Hierarchical linear modeling (HLM) (search for similar items in EconPapers) Downloads: (external link) Related works: Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text Persistent link: https://EconPapers.repec.org/RePEc:eee:injoed:v:40:y:2015:i:c:p:207-216 DOI: 10.1016/j.ijedudev.2014.09.001 Access Statistics for this article International Journal of Educational Development is currently edited by Stephen P Heyneman More articles in International Journal of Educational Development from Elsevier |
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