Madrasas and NGOs : Complements or Substitutes? Non-State Providers and Growth in Female Education in Bangladesh

There has been a proliferation of non-state providers of education services in the developing world. In Bangladesh, for instance, Bangladesh Rural Advancement Committee runs more than 40,000 non-formal schools that cater to school-drop outs from poor families or operate in villages where there's little provision for formal schools. This paper presents a rationale for supporting these schools on the basis of their spillover effects on female enrollment in secondary (registered) madrasa schools (Islamic faith schools). Most madrasa high schools in Bangladesh are financed by the sate and include a modern curriculum alongside traditional religious subjects. Using an establishment-level dataset on student enrollment in secondary schools and madrasas, the authors demonstrate that the presence of madrasas is positively associated with secondary female enrollment growth. Such feminization of madrasas is therefore unique and merits careful analysis. The authors test the effects of the Bangladesh Rural Advancement Committee primary schools on growth in female enrollment in madrasas. The analysis deals with potential endoegeneity by using data on number of the number of school branches and female members in the sub-district. The findings show that madrasas that are located in regions with a greater number of Bangladesh Rural Advancement Committee schools have higher growth in female enrollment. This relationship is further strengthened by the finding that there is, however, no effect of these schools on female enrollment growth in secular schools.

Bibliographic Details

Main Authors:	Asadullah, Mohammad Niaz, Chaudhury, Nazmul
Language:	English
Published:	World Bank, Washington, DC 2008-02
Subjects:	ABSENTEEISM, ACHIEVING GENDER PARITY, ALTERNATIVE EDUCATION, BASIC EDUCATION, BOYS SCHOOLS, BUSINESS SCHOOL, CLASSROOMS, COEDUCATION, CURRICULUM, CURRICULUM REFORM, DEVELOPING COUNTRIES, DROP OUTS, ECONOMICS OF EDUCATION, EDUCATION ECONOMICS, EDUCATION OF GIRLS, EDUCATION SECTOR, EDUCATION SERVICES, EDUCATION SYSTEM, EDUCATIONAL ACCESS, EDUCATIONAL OUTCOMES, EDUCATIONAL SYSTEM, ENROLLMENT DATA, ENROLLMENT FIGURES, ENROLLMENT GROWTH, ENROLLMENT OF GIRLS, ENROLLMENT RATE, ENROLLMENT STATISTICS, FEMALE EDUCATION, FEMALE ENROLLMENT, FEMALE ENROLLMENT RATE, FEMALE MEMBERS, FEMALE PARTICIPATION, FEMALE SCHOOLING, FEMALE STUDENTS, FORMAL PRIMARY EDUCATION, FORMAL PRIMARY SCHOOLS, FORMAL SCHOOLS, GENDER DISPARITY, GENDER GAP, GENDER GROUPS, GENDER PARITY, GIRLS, GIRLS SCHOOLS, GOVERNMENT PRIMARY SCHOOLS, GROSS ENROLLMENT, GROWTH IN ENROLLMENT, HEALTH CARE, HIGH SCHOOLS, HIGHER ENROLLMENT, HIGHER TEST SCORES, HUMAN DEVELOPMENT, INTERVENTIONS, LIFE SKILLS, LITERATURE, MINISTRY OF EDUCATION, MOBILITY, NONGOVERNMENTAL ORGANIZATIONS, NUMBER OF SCHOOLS, OUT-OF-SCHOOL CHILDREN, PAPERS, POLICY REVIEW, POOR PEOPLE, POSITIVE IMPACT, POST-PRIMARY EDUCATION, POVERTY REDUCTION, PRIMARY EDUCATION, PRIMARY EDUCATION PROGRAM, PRIMARY EDUCATIONAL INSTITUTIONS, PRIMARY LEVEL, PRIMARY SCHOOL, PRIMARY SCHOOLING, PRIMARY SCHOOLS, PRIVATE SCHOOLS, PROVIDERS OF EDUCATION, PROVISION OF EDUCATION, PUBLIC FUNDS, PUBLIC SCHOOLS, READING, RELIGIOUS EDUCATION, RELIGIOUS SCHOOLS, RESEARCHERS, RURAL AREAS, RURAL LEARNERS, RURAL LOCATIONS, RURAL POOR, RURAL WOMEN, SCHOOL ACTIVITIES, SCHOOL ENROLLMENT, SCHOOL GIRLS, SCHOOL GRADUATES, SCHOOL LEVEL, SCHOOL QUALITY, SCHOOL SELECTION, SCHOOL STUDENTS, SCHOOLING, SCHOOLS, SECONDARY EDUCATION, SECONDARY ENROLLMENT, SECONDARY LEVEL, SECONDARY SCHOOL, SECONDARY SCHOOL STUDENTS, SECONDARY SCHOOLS, SECONDARY STUDENTS, SIGNIFICANT IMPACT, SOUTH ASIAN, STUDENT ACHIEVEMENT, STUDENT ENROLLMENT, TEACHER, TEACHER PAY, TEACHERS, TEACHING, UNDERPRIVILEGED FAMILIES, URBAN CENTERS, URBAN SCHOOLS, URBAN SLUMS,
Online Access:	http://documents.worldbank.org/curated/en/2008/02/8994125/madrasas-ngos-complements-or-substitutes-non-state-providers-growth-female-education-bangladesh https://hdl.handle.net/10986/6422
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