That Bangladesh's ranking at 86th on the Global Gender Gap Index 2012 among 135 countries surveyed and at 111th on the Gender Inequality Index 2012 is far better than India and Pakistan is cold comfort. With double the GDP (gross domestic product) per capita (expressed in terms of purchasing power parity) at $3,650, India and Pakistan having its share at $2,567 compared with Bangladesh's $1777, are faring worse in terms of both Human Development Index (HDI) and gender parity. On that count, Bangladesh has outperformed its neighbours and it is, no doubt, a cause for celebration.
Where the country has made outstanding progress in gender equality is in primary and secondary education. In fact, more girls than boys were enrolled in primary and secondary schools over the past few years. A number of programmes were launched in an effort to bring girls to school. This objective was achieved quite successfully. But what proved difficult was to avoid the drop-out rate particularly at the secondary level. Although the percentage of Bangladeshi girls who have completed secondary education is higher at 30.8 per cent than their Indian and Pakistani counterparts at 26.6 per cent and 18.3 per cent respectively, the country has a long way to go before it can address some backward social customs and taboos, religious bigotry and superstitions. When 49 per cent of recently married women experience domestic violence from their spouses and 66 per cent of women in the age bracket of 20-24 get married well before the age of 18, it cannot be said to be a society well disposed of towards girls and women.
The level of education could not be applied for improving the quality of life for girls whereas this is likely to be different for boys who enjoy more freedom of movement and therefore better options for employment. Again, a comparison with India and Pakistan, places Bangladesh at a more comfortable position in terms of female employment. According to the International Labour Organisation (ILO), Bangladeshi female labour force had a participation rate of 36 per cent compared to India's 22.3 per cent and Pakistan's 21.5 per cent. Evidently, this higher female labour participation in paid employment is mostly due to girls' and women's absorption in an increasing number in the country's garments factories. The low-end employment does not quite do justice to the secondary level of education girls receive. Apparently, the secondary level of secondary level of education is strongly tilted in favour of girls but when it comes to reaping its benefits, it is the boys who count. If the situation could be changed, the co-relation between higher level of education and economic gains and subsequent empowerment could not have been any different for girls.
Clearly there is a need for change in the prevailing social outlook. The government has formulated a policy aimed at ensuring greater access for girl students to education. Now there is a need for complementing it by creating a favourable condition for girls to pursue either higher education or technical education for their career building. Free education up to degree level and scholarships for girls will certainly help the cause further. In fact, the entire education system at the higher secondary and degree level warrants a review in an effort to make them effective for career development. The emphasis ought to be on vocational and technical education so that both boys and girls learn how to use them either for productive purposes through entrepreneurship or for promotion of careers. There is no point spending money on education that either has no further exercise nor practical application no matter who, boys or girls, the recipients of this kind of education are.
Undoubtedly, education has its social benefits in that the outlook of an educated person changes usually for the better. Even an educated mother without financial empowerment is expected to tend her children better than an illiterate mother. At least she can teach her daughter how best to pursue a career or not. And the preparation for such a long-term goal is taken much earlier. She plans for her daughter's future. This is important in a girl's life. Against the backdrop of violence against women, an educated mother can also leave a sobering influence on her son/s. This proves crucially important in setting the tone in man-woman relations in society. If a boy from his childhood learns how to respect his mother and sister, chances are that he will never be either an aggressor, physically or sexually.
Notwithstanding such benefits of general education, in an increasingly more competitive society gainful employment for women holds the key to a country's productivity and economic growth. The employment of almost illiterate young girls in garments factories has boosted Bangladesh economy. Imagine if educated girls could productively contribute alongside their male counterparts to its economy, how beneficial it would have proved for the country! Bangladesh ranks 86th compared to India's ranking at 105 and Pakistan's at 134th on the World Economic Forum's Global Gender Gap Index 2012 but this does not negate the fact that early marriage and violence against and sexual abuse of women have restricted the country's social and economic progress. Liberal education and the spirit and values of the Liberation War can bring about a desirable change in the situation. If that happens, society can expect to reap the full benefits of the education policy.
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