Advancing Gender Equity and Social Inclusion in Pakistan and Bangladesh: Insights from Evidence-Based Education Research
This blogpost, which has previously been published on the GPE KIX website, presents insights from evidence-based education research on advancing gender equity and social inclusion in Pakistan and Bangladesh.
Gender equity and social inclusion are critical for the achievement of equitable, inclusive, and resilient education systems fit for the 21st century. Innovations and research evidence have an important role in advancing inclusion in and through education. KIX EMAP Webinar 19 speakers explored examples from Bangladesh and Pakistan of evidence-based research that contribute to strengthening education systems with a direct impact on gender equity and social inclusion. The webinar raised many audience questions regarding further information and possible policy transfer to other countries throughout South Asia, the Middle East, and North Africa.
Pakistan’s Out-Of-School Children: Identifying Local Needs and Expanding Inclusion
Pakistan ranks second in the world for the number of out-of-school children, with 22.8 million affected (UNICEF, 2020). These out-of-school children vary in socio-economic statuses, genders, languages, cultures, and rural-urban divisions. They may be street and working children, minorities, and/or children with special needs. The diverse set of circumstances faced by out-of-school-children presents a significant challenge for the government and society to include all these children in mainstream education.
One initiative addressing this challenge is the work of Allama Iqbal Open University (AIOU), with the support of the GPE KIX initiative “Strengthening School Leadership Towards Improving School Resiliency” The initiative aimed to include out-of-school children in the education system through the support of school leaders. In Pakistani schools, school leaders are the change agents responsible for implementing all policies; however, the research project found that many school leaders are not fully aware of the broader concept of inclusion. They often equate inclusion solely with accommodating disabled children. It is crucial that school leaders recognise that they have a diverse student body with various needs, such as financial constraints, gender challenges, or language barriers. It is essential to identify and accommodate all those needs.
The GPE KIX research project provided school leaders with an open course on inclusive education and established Network Improvement Communities (NICs), which brought together groups of school leaders to learn about and discuss inclusion challenges. Through the open course and these NICs, participants learned to identify their local issues through a problem tree analysis and develop their own solution models using the Plan-Do-Study-Act cycle. The project produced four noteworthy results:
- School leaders developed a broad scope and concept of inclusive education;
- Networking among school leaders and different stakeholders was enhanced;
- School leaders generated their own solutions using available resources;
- The enrolment of girls and the inclusion of working/street children, refugee children, children from minority groups increased.
Moving forward, the project team is looking to scale their efforts to other provinces within Pakistan.
School Leaders in Punjab: The Critical Role of Fostering an Inclusive Education Environment
In the case of advancing equity and social inclusion in Punjab’s education system, the foundational principle is simple: every student, regardless of their background or circumstances, deserves equal access to quality education and opportunities for academic success. Increasing inclusion means addressing systemic barriers, discrimination and disparities. While Punjab’s enrollment rates indicate that 50.79% of enrolled students are girls, there are areas, particularly in southern Punjab, where girls are not guaranteed equal opportunities for education.
School leadership plays a critical role in overcoming barriers and fostering an inclusive educational environment. The Schools Connect Programme (a collaborative project of the British Council and QAED Punjab) was specifically designed to support Punjab’s inclusion efforts by strengthening school leadership. A framework focused on bridging leadership gaps, setting clear visions and goals, nurturing positive school culture, supporting effective teaching practices and promoting inclusion was implemented for head teachers. Findings revealed that 87% of head teachers within the programme successfully integrated inclusive practices in their project execution. This progress, while varying in scale, indicates a broad advancement towards sensitization and inclusion. Key strategies include community engagement and awareness campaigns, which encouraged parental involvement and sensitized students and staff to embrace diversity. While constraints such as resource limitations, resistance to change and the need for ongoing professional development do still exist, the project serves as a valuable guide for educational policymakers and practitioners striving to create an inclusive educational environment in Punjab.
School Dropout in Bangladesh: A Multifaceted Approach to Reduce Dropout Risks
In Bangladesh, addressing school dropout rates requires a multifaceted approach as gender disparity persists deeply in societal norms. For instance, girls often encounter societal barriers that curtail their educational opportunities and propel them towards early marriage, leading to a high dropout rate among teenage female students (Sarkar, Hossain and Reza, 2014).
The GPE KIX research project “Effectiveness and Scalability of Programs for Children Who Are Out of School and at Risk of Dropping Out in Bangladesh, Bhutan and Nepal” exemplifies multiple innovative components designed to keep students in school and engaged. One such component is teacher development, where teachers receive training in experiential STEM teaching methods, to increase student engagement. Another component is attendance tracking, with teachers diligently updating school registers, identifying absenteeism trends early. The third component is a positive school environment, developed through awareness sessions. Separate sessions with teachers, students and parents focus on topics such as health, nutrition, menstrual hygiene, reproductive health, child marriage prevention, bullying and inclusivity. Another component focuses on better parental engagement, with educators making monthly home visits to understand barriers to attendance and offer support. In addition, regular communication with parents of absentee students builds a collaborative approach to problem-solving. The final component is improving student motivation with the use of self-monitoring cards, where students actively track their attendance to foster a sense of personal responsibility. Students with improving attendance are recognised and rewarded, encouraging regular school attendance.
The combination of teacher training, creating a supportive environment, parental involvement, student motivation and attendance tracking showed positive impacts on reducing school dropout rates. Evaluations underscored the importance of each factor, reinforcing the efficacy of the holistic approach to combating school dropout rates.
Reflections and Concluding Thoughts
Advancing gender equity and social inclusion requires a concerted effort from all stakeholders; each of these three projects highlights the value of stakeholder engagement. Two of the projects include school leaders and, in all cases, broader community engagement is involved in some capacity. Notably, these contexts are not without their constraints; these projects showcase the importance of understanding the context specific barriers to gender equity and social inclusion and leveraging key actors to create positive change.
Taken together, these projects highlight that through collaborative leadership, innovative teaching methods, community engagement, and a focus on inclusivity, significant strides can be made towards ensuring that every child has access to quality education. The examples from Pakistan and Bangladesh serve as inspiration for other countries facing similar challenges, demonstrating that with the right locally led strategies and commitment, meaningful progress is achievable.
A relevant GPE KIX research synthesis on the topic of promoting gender equality is available as well as a policy brief on Policy and Practice Insights on Effective Strategies to Promote Gender Equality in and through Education.
This work was supported by the Global Partnership for Education Knowledge and Innovation Exchange, a joint endeavor with the International Development Research Centre, Canada.
References
Sarkar, R. K., Hossain, E., & Reza, M. (2014). Socio Cultural Barriers of Girls’ Educational Attainment. Antrocom Online Journal of Anthropology, 10(2), 349-358. DOI: 10.5281/zenodo.6789192
UNICEF. (2020). Situation Analysis Update 2020: Children in Pakistan. https://www.unicef.org/pakistan/documents/situation-analysis-update-2020-children-pakistan
Authors
Rokeya Akhter is Executive Director of the South Asian Institute for Social Transformation (SAIST).
Zahid Majeed is Director, Academic Planning and Course Production at Allama Iqbal Open University (AIOU).
Zahida Batool is Deputy Director Planning, Quaid-e-Azam Academy for Educational Development (QAED).