Publications (BRAC Institute of Governance and Development)

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    Do poor people’s dreams ever come true? Educational Aspirations and Lived Realities in Urban Slums in Dhaka, Bangladesh
    (Springer Link, 2022-02) Sultan, Maheen; Saeger, Jennifer; Rashid, Sabina F.; Haque, Mohammed Ashraful; Khondaker, Sahida
    Bangladesh has made progress in advancing adolescent girls’ education, but there remain substantial evidence gaps around age and gender differences in motivations, retention, and access to education for adolescents living in urban slums. This article draws on quantitative and qualitative data collected in 2017 and 2018 by Gender and Adolescence: Global Evidence (GAGE) with adolescents aged 10–17 across three low-income areas in Dhaka to explore adolescent educational attainment, aspirations, and environmental factors that constrain both. We find high educational and professional aspirations among adolescents and their parents, with parental support being an important predictor of both current enrolment and adolescent aspirations. Location is also an important predictor of adolescent aspirations and enrolment, highlighting the importance of infrastructure and services, integration into the city, and stability of the community (including schools and facilities), along with higher incomes and better employment opportunities for households.
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    Intersecting barriers to adolescents’ educational access during COVID-19: Exploring the role of gender, disability and poverty
    (Elsevier, 2021-09) Jones, Nicola; Tapia, Ingrid Sanchez; Baird, Sarah; Guglielmi, Silvia; Oakley, Erin; Yadete, Workneh Abebe; Sultan, Maheen; Pincock, Kate
    This article explores the social determinants of adolescents’ access to education during the COVID-19 pandemic in three diverse urban contexts in Bangladesh, Ethiopia and Jordan. It provides novel empirical data from the Gender and Adolescence: Global Evidence longitudinal study, drawing on phone surveys (4441), qualitative interviews with adolescents aged 12–19 years (500), and key informant interviews conducted between April and October 2020. Findings highlight that the pandemic is compounding pre-existing vulnerabilities to educational disadvantage, and that gender, poverty and disability are intersecting to deepen social inequalities. The paper concludes by reflecting on policy implications for inclusive distance education in emergencies.