Access to education as ‘rights’ and ‘ability’. A case study of access to basic education in Bangladesh

Table of Contents

SECTION 1: INTRODUCTION

Focus and objectives of the project

Research questions and associated propositions

An overview of the analytical framework and its application

Research methodology

Overview of the project

SECTION 2: ANALYTICAL FRAMEWORK

Introduction

Access as ‘right’ and ‘ability’

Access ‘right’ and ‘ability’ in relation to education

Access ‘right’ and ‘ability’ in relation to education in the context of the Sustainable Development Goals

A synthesis

SECTION 3: EMPIRICAL ANALYSIS

Introduction

Policy commitments: recognising the ‘right’ to access education

Policy commitments: recognising the ‘ability’ to access education

Policy achievements: fostering the ‘right’ to access education

Policy achievements: fostering the ‘ability’ to access education

The special case of Indigenous Peoples’ access to education

Beyond 2015: access to education and the underlying significance of the Sustainable Development Goals

A synthesis

SECTION 4: CONCLUSION

Main findings & their significance

Policy recommendations

Suggested lines of future research

Concluding observations

Research Objectives and Focus

This study investigates access to basic education in Bangladesh by utilizing an analytical lens that incorporates both the "rights" and "ability" dimensions. The primary objective is to evaluate how national policies and programmatic interventions facilitate access to education, while identifying persistent gaps in inclusivity, efficiency, and socio-economic equality that hinder the full realization of these rights for all citizens, particularly for marginalized groups.

• Theoretical conceptualization of access as both a legal entitlement (right) and practical capacity (ability).
• Analysis of national policy frameworks, including the Compulsory Primary Education Act and various Five Year Plans.
• Empirical evaluation of education indicators such as enrolment, repetition, dropout, and completion rates from 2005 to 2014.
• Examination of access barriers for vulnerable populations, with a specific focus on indigenous peoples.
• Policy recommendations to enhance inclusivity and align the education system with the Sustainable Development Goals (SDGs).

Excerpt from the Book

Summary of Chapters

SECTION 1: INTRODUCTION: This chapter outlines the research objectives, the theoretical focus on "rights" and "ability," and the secondary research methodology used to evaluate education access in Bangladesh.

SECTION 2: ANALYTICAL FRAMEWORK: This section constructs the theoretical basis by exploring the dual concepts of "access as right" and "access as ability" and their interplay with sustainable development goals.

SECTION 3: EMPIRICAL ANALYSIS: This chapter presents a comprehensive data analysis of Bangladesh's education system, examining national policies, infrastructure, and key performance indicators like enrolment and dropout rates.

SECTION 4: CONCLUSION: The final chapter summarizes the core findings, highlighting both the successes and failures of the education system, and provides actionable policy recommendations for future development.

Keywords

Access to education, Bangladesh, Human rights, Ability, Primary education, Enrolment rate, Dropout rate, Sustainable Development Goals, Indigenous peoples, Inclusivity, Policy analysis, Education indicators, Educational efficiency, Social justice, Equity.

Frequently Asked Questions

What is the fundamental focus of this research?

The research focuses on the issue of access to basic education in Bangladesh, analyzing it through a combined lens of "rights" (legal entitlement) and "ability" (the practical capacity of students to sustain and benefit from that education).

What are the central themes of the work?

The central themes include the analysis of national education policies, the evaluation of educational efficiency, the impact of socioeconomic and ethnic disparities on learning outcomes, and the alignment of national goals with international frameworks like the SDGs.

What is the primary objective of this study?

The primary objective is to explore the legislative provisions ensuring the right to access education and to evaluate to what extent these policies effectively empower children to enter, remain in, and successfully complete their basic education.

Which research methodology is employed?

The study utilizes a desktop research method based on secondary data, primarily sourced from the Directorate of Primary Education (DPE) and the Annual Primary School Census 2014, covering the period from 2005 to 2014.

What is covered in the empirical analysis?

The empirical analysis examines key performance indicators such as enrolment, repetition, dropout, survival, and completion rates, as well as teacher training levels and infrastructural facilities to determine the internal efficiency of the education system.

What are the key terms that define this research?

Key terms include "right" and "ability" in the context of access, educational efficiency, social justice, sustainable development goals, and ethnic/socio-economic disparity.

Why does the study highlight the case of indigenous peoples?

The analysis reveals significant, persistent exclusion of indigenous peoples from the mainstream education system, making them a critical, yet overlooked, group that requires specific policy attention.

How does the "ability" dimension differ from the "rights" dimension in this study?

While the "rights" dimension focuses on the state's obligation to provide legal frameworks and equal access, the "ability" dimension focuses on whether the system actually empowers students to overcome physical, economic, and cultural barriers to achieve successful learning outcomes.