13
Chapter 2
Ministry of Education
1.0
Introduction
1.1
To build an educated society and Nation-building, there is no alternative to
expand and provide quality education. The formulation of policies, planning
and oversight of the implementation and management of the education sector
is the statutory responsibility of the Ministry of Education. In this context,
Ministry of Education has expressed their firm commitment in their Mission
Statement of Ministries’ Budget Framework (MBF) which is stated below: “To
help increase well educated, efficient and moral human resources through the
combination of general, vocational, science and technology based education
system and training”. Bangladesh's commitment to education has been
clearly stated in its Constitution in Article 15 and 17.In the last few years, to
ensure the overall development of the Education sector that accounts for 2.3
percent of GDP, highest priority is given to Ministry of Education. Public
investment in this sector as a percentage share of the total budget is 15
percent, which is fairly significant compared to many countries of the world.
Among the SAARC countries Bangladesh’s position is right after Nepal (20.2
percent) 1. If we consider the update of MDGs report, we can see a significant
progress; the target of enrolment ratio of boys to girls has already been
crossing 1:1.2 against the actual target of achieving the enrolment ratio of 1:1
by 2015. At secondary level, out of total 75,10,218 2 students the number of
girls enrolled are 40,26,374(53.61%) which prompted to achieve the
Millennium Development Goals (MDGs) before the stipulated time.
1.2
The role of Ministry of Education in improving education standard at
secondary, higher secondary, technical and vocational and at tertiary level is
evident. In order to ensure improvement, the ministry prepares certain
strategies and policies consistent with the National Strategic Documents e.g.
Vision 2021, Outline Perspective Plan of Bangladesh 2010-2021, 6th Five
Year Plan etc. In ” "OutlinePerspective Plan of Bangladesh2010-2021"
Minisrtry of Education has pledged their strong commitment to ensure quality
education for all the children in both primary and secondary elevel by 2021.
Through the activities in this ministry, predominantly by creating skilled
human resources, it has also endeavored to achieve government’s “Vision
1
2
OECD Database, 2010
Bangladesh Education Statistics,2011
14
2021”. For this reason, the ministry has adopted the “National Education
Policy, 2010”, which has already gone into implementation.
2.0
Major Functions of the Ministry:
•
Improvement of the quality of secondary, higher secondary, technical and
tertiary education; conduct research and impart training; planning and
formulation of policy; adoption of development projects and oversee
implementation; monitoring and evaluation;
•
Formulation and reformation of administrative policies relating to
secondary and higher secondary education, technical and tertiary
education;
•
Implementation of the recommendations of Education Policy;
•
Development of curriculum for secondary and higher secondary,
technical and university education;
•
Preparation, printing and distribution of text books for primary and
secondary levels;
•
Distribution of text books free of cost at primary and secondary levels
and
•
Ensuring the use of Multimedia in the classrooms, and use of modern
IT technologies in all aspects including dissemination and publication
of public examinations’ result along with necessary direction in
availing these services.
3.0
Strategic objectives of the Ministry and their Relevance with
Women’s Advancement and Rights
3.1
Improvement of access to sustained quality secondary education:
Construction of new educational institutions in the underserved areas; this will
help enrol and attain basic education for female students who live in remote
areas. Greater emphasis is being placed on facilitating quality education for
female students in terms of access, affordability, scholarships, and better
facilities which are expected to enhance the boy and girl students’ ratio to
50:50. These in turn will improve the access of women to economic activities
in the society.
3.2
Ensuring equity & equality in all levels of education:At secondary, higher
secondary and tertiary level, each year ,on an average 20 lakhs female
students are provided with stipend. By providing stipend programme for boys
and girls at lower-secondary and secondary level and for female students at
15
higher secondary level gender parity has already been achieved at the
primary and secondary level but disparity still prevails at the higher secondary
level. The objective will help to reduce such disparity and will also help to
sustain the parity already achieved at the lower-secondary and secondary
level.By increasing accommodation, sanitation, safe-drinking water and
common room facilities for female students at the public and private
educational institutions under this objectives will encourage female students
to have greater access to higher education.
3.3
Generation of skilled human resources for domestic and international labour
market by enhancing access rate to technical and professional educations: If
women’s access to technical, vocational and at higher education level is
enhanced then their deliverance at higher and professional level will be
augmented. Their access to productivity will elevate their social impetus. By
2017 almost 45 % of women will participate in productive activities at a
cumulative trend of 5% each year.
3.4
Improvement of the overall quality of tertiary education focusing general
science, applied science, technical, vocational and business administration
education: By ensuring geographical parity by establishing public universities;
this will mostly benefit women in higher education as their mobility is relatively
restricted due to different social and economic reasons.
3.5
Strengthening governance in education: By appointing of suitable teachers at
private educational institutions will create employment opportunity for
qualified women including at the grassroots level.
3.6
Promoting the spirit of liberation war, history, heritage and national culture:
There is no direct Impact. If the objective is achieved, that will help the
students to understand the role of women in Liberation War and will create an
indirect impact on women’s advancement.
4.0
Relevance of the Roles and Responsibilities of the Ministry for
Women’s Advancement and Rights
4.1
Half of our population is women, beside male if women are not being provided
with life-oriented and application based education and through this if there
human capacity is not developed, self-resilience and self-esteem is not
promoted they would have limited scope to contribute to national economy.
Education is the key for women's empowerment and self-development which
enables them to establish women’s right, to be involved in nation building
through engaging in economic activities, to visage the multi-various
challenges and helps change their lives. Envisioning this philosophy, to
improve the outreach of women education, Ministry of Education has
16
introduced stipend to girls at different education levels and free education up
to intermediate levels
4.2
4.3
3
4
Over the years the government has undertaken various pro-women activities
and strategies to encourage girls and women’s participation in obtaining
education. Bangladesh has achieved significant progress in South Asia,
especially in regard to increasing girl's access to both at primary and
secondary schools towards improving gender equality. Under MOE’s current
activity, including all level of educational institutions, out of total 4, 72,483 3
teachers, 93,924 teachers (20%) are female. The total percentage of girl’s
enrolment in secondary, higher secondary and technical schools are 50.18%.
This has been made possible because of undertaking of different women
friendly strategies and policies in the last two decades. The Pro-women
policies and major activities that are taken in "OutlinePerspective Plan of
Bangladesh2010-2021" and in Sixth Five Year Plan are:
•
Establishing gender equality at all levels for teachers and students
•
Management practices will be put in place to promote women’s leadership
in teaching as well as governance of secondary education;
•
Establishing inclusive and gender sensitive TVET and skills development
programmes consistent with labour market demands; employment
opportunities will be created for all secondary and higher education
graduates and residual drop-outs;
•
Providing incentives for women to pursue vocational and technical
education in, secondary, higher secondary and tertiary education and to
obtain the necessary training that allows them to compete on equal terms
in the job market and also become entrepreneurs;
•
In Sixth Five Year Plan, to increase female to male ratio in tertiary
education from 32 percent to 60 percent and to increase the ratio of
literate female to male for the age group 20-24 from 85 percent to 100
percent
A positive development trend has been observed in the increased enrolment
of girls at the secondary level. Particularly in rural areas, stipends for girls and
exemption of tuition fees significantly worked as a catalyst in this regard.
Each year about 20.33 lakh female students are provided with
stipend/financial assistance and about 38,254(22%) 4 persons nongovernment teachers at secondary level are awarded with MPO (Monthly
Payment Order as salary subvention) which helps to reduce the poverty of the
Bangladesh Education Statistics,2011
Bangladesh Education Statistics,2011
17
beneficiary families. Beside this, at higher secondary, degree, honors and
masters level 11,619(19.80%) female teachers receive MPO salary
subvention. A project titled “Stipends for Degree Level Students” has been
undertaken to provide stipend to all the girls at degree level under this
programme. This will increase more access to tertiary education of women
which in turn will help to fulfill the MDG’s target.
4.4
The government has undertaken various measures to improve female
education. Four Women’s Polytechnic Institutes have been established to
attract girls into technical education. To encourage women in tertiary
education, an International University named “Asian University for Women” in
Chittagong has been established, which already has started its academic
activities. Initiatives have been taken to promote sports activities for young
girls and computer-training programmes for women. An awareness
programme will also be introduced in the education system to motivate
women to understand their rights and also to build awareness among men
regarding their roles and responsibilities towards their families and to change
their attitude towards women. Few projects have already been undertaken in
this area. In order to help the deprived poor and talented boys and girls who
do not have access to education, a trust fund has been created under the
patronization of Honourable Prime Minister. Under this fund, poor and
talented boys and girls from class six to degree levels will be provided stipend
to ensure free education. Under this program at least 50% of girls will be
benefitted.
4.5
Ministry of Education is also taking initiatives for creating skilled and creative
workforce to fit the contemporary international market demands by providing
technical and vocational education. As part of this initiative, 11 modern
language-training centres in 6 divisions have been established to teach
English, Arabic, Korean and Malay languages to the physicians, nurses and
unemployed youths who intend to take up overseas employment. With this,
women’s employment opportunities are expected to expand to overseas
countries surpassing the horizon of domestic market. As an example, we can
see that new job markets for women workers are opening in countries like
Hong Kong, Middle-Easy countries recently.
4.6
In order to assess, how women’s advancement and rights are addressed by
the activities of this ministry, let us now look at the issues discussed below:
•
Women participation in decision making in the Ministry of Education;
•
Women as service providers (female-male teacher ratios)
•
Male-female beneficiaries of the activities of Ministry of Education;
18
4.7
Women participation in decision making in the Ministry of Education:
Table-3.1 summarises the male and female employment composition of the
Ministry of Education and its various departments and agencies. In the
secretariat, among the officers 18.64 percent are female (2012-13) which has
increased from 17.6 percent in last year. Women’s participation at secondary,
higher secondary education departments are relatively higher than other
agencies. Last year, in the Technical Education Department, 100 percent
officers were male but the participation of female officers has risen by 14
percent in 2012.In Technical schools and colleges, the same picture prevails
i.e. 100 percent officers were male but female officers has increased by 5.4
percent this year.
Table-1
Male and Female Employment Structure by Department/Agencies
Officers
2011-12
Staff
2012-13
2011-12
2012-13
Male
Female
Male
Female
Male
Female
Male
Female
82.4
17.6
81.32
18.64
75.0
25.0
88.0
12.00
Department of Secondary and Higher
Education
66.6
33.4
69.99
30.01
83.9
16.1
73.04
26.96
Teacher Training Colleges
59.8
40.2
62.40
37.60
87.5
12.5
89.77
10.23
Government Secondary Schools
49.5
50.5
50.45
49.55
68.2
31.8
68.74
31.26
Government Colleges
72.9
27.1
73.90
26.10
85.5
14.5
86.30
13.7
Government Madrasas
100.0
0.0
97.01
2.99
86.1
13.9
82.54
17.46
Administration
Secretariat
Secondary and Higher Education
Commercial Institutes
73.7
26.3
69.57
30.43
92.3
7.7
93.06
6.94
Non-Government Institutions
74.3
25.7
74.28
25.72
71.1
28.9
71.07
28.93
Higher Secondary Teachers Training
Institutes
69.8
30.2
72.09
27.91
85.1
14.9
82.17
17.83
Bangladesh Madrasa Teacher Training
Institute
70.8
29.2
76.92
23.08
93.7
6.3
88.89
11.11
100.0
0.0
86.1
13.9
78.6
21.4
72.4
27.6
Technical Teachers Training Colleges
69.2
30.8
72.0
28.0
88.2
11.8
84.6
15.4
Polytechnic Institutes
92.0
8.0
89.3
10.7
92.9
7.1
89.4
10.6
Technical School and College
100.0
0.0
94.6
5.4
96.0
4.0
93.5
6.5
Other Technical Institutes
38.1
61.9
88.0
12.0
89.9
10.1
90.2
9.8
85.6
14.4
86.0
14.0
91.6
8.4
94.20
5.80
97.2
2.8
96.8
3.2
94.8
5.2
94.16
5.84
Technical Education
Department of Technical Education
University Education
University Grants Commission
Other Educational Services
Education Engineering Department
19
Officers
2011-12
Staff
2012-13
2011-12
2012-13
Male
Female
Male
Female
Male
Female
Male
Female
Directorate of Inspection and Audit
97.1
2.9
3.9
96.1
87.3
12.7
86.2
13.8
National Academy for Education
Management
71.9
28.1
28.1
71.9
88.1
11.9
89.67
10.33
Bureau of Educational Information and
Statistics
82.6
17.4
13.6
86.4
88.6
11.4
88.37
11.63
74.7
25.3
73.40
26.6
74.3
25.7
74.00
26.00
Total
Source: Bangladesh Educational Statistics, 2011- published by BANBEIS
4.8
Women as service providers: Table-2 shows the gender disaggregation of
teachers to depict the role of women as service providers. It is observed that,
at secondary level, the number of female teachers serving at govt. schools is
15percent higher in numbers than non-govt. schools. Not much difference is
observed among the number of female teachers at higher secondary level. In
Madrasa education, more than 90.0percent of the teachers are male and the
domination of male teachers as service providers still continues at these
institutions. There is no representation of female teacher at the govt.
madrasas. The number of female teachers in private universities
outnumbered the public universities. All most one third of teachers at private
universities are female.
Table-2
Male and Female Teachers by Categories of Education (2008)
Level and Type of Education
Male
Number of
Female
Percent
teachers
1. Secondary School(government)
4693
2. Secondary School(non-government,)
Number of
Percent
teachers
62.06
2869
37.94
166861
77.25
49132
22.75
3. Higher Secondary Level (govt.)
7823
74.98
2610
25.02
4. Higher Secondary Level (non- government.)
66466
78.02
18721
21.98
5. Madrasa Education(govt.)
115
100
0
0
6. Madrasa Education (non govt.)
96065
89.73
10997
10.27
7. Technical and Vocational(govt.)
3812
85.7
636
14.3
8. Technical and Vocational (non govt.)
14603
79.06
3868
20.94
9. University education(public)
7850
81.48
1784
18.52
10. University education(private)
4315
69.55
1889
30.45
Source: Bangladesh Educational Statistics, 2011- published by BANBEIS
4.9
Male-female beneficiaries of the activities of Ministry of Education: To
identify the actual beneficiaries of education services, we looked into three
proxies namely: Enrolment rate, completion rate and dropout rate at various
20
levels of education. In the following Box below the statistics of enrolment at
different level of institutions is presented:
•
The enrolment in Secondary schools is recorded at 75,10, 218 of which
40,26,374 (53.61%) are girls
•
The number of students in colleges is recorded at 29,15,851 of which
11,69,944 (47.47 %) are girls
•
The number of students studying in Madrasas is recorded at 21,97877 of
which 11,69,944 (53.23 %) are girls
•
The total enrolment in Vocational and Technical Education is recorded at
5,06,556 of which 1,36,853 (27.02 %) are girls
•
The total enrolment in Teacher Education is recorded at 38,691 of which
13,802(35.67%) are girls
•
The number of students enrolling in Professional Education is recorded at
70,998 of which 25,856(36.42%) are women
•
The total number of students combined in Private and Public Universities
are 5,54,671 of which 1,66,277(30%) are women
4.10
In general the enrolment of girls has surpassed the number of boys at
secondary level. In 1995 girl’s enrolment rate was 46.91% 5, it significantly
increased to 53.61% in 2011. At higher secondary level gender parity has
been achieved a bit. At this level, girl’s enrolment rate is 47.47%. From the
Box-1, it has been observed that girl's enrolment rate is higher than that of
boys at Madrasa level which is 53%.Whereas, the opposite picture is
observed at technical education where the enrolment of girls is only 27
percent. Due to less enrolment at technical education women are not able to
acquire life-oriented skills. For that reason, they do not get access to both
domestic and international job markets. But, at teacher’s training and at
professional education level, women’s enrolment rate is quite encouraging,
which is almost one–third of the total students’ enrolment which needs further
improvement in future to create a knowledge based society.
4.11
From Table-3.3 it is observed that, at all levels of education, completion rate
of education of Boys' is always higher than girls'. From the boys-girls
comparison, at secondary level, particularly at schools and Dakhil madrasa,
boy’s completion rate is higher than girl’s. But at higher secondary level
(college and madrasa) completion rate of girls’ is slightly higher than boys’.
5
Bangladesh Education Statistics,2011
21
That means girls have achieved a little progression at higher secondary and
madrasa level.
Table-3
Girls and Women as Beneficiaries: Completion Rates (2011)
Level and Type of Education
Both Sex
Boys
Girls
Percent
Percent
Percent
Secondary Level (School)
43.75
47.78
40.16
Secondary Level (Dakhil)
51.57
58.75
44.33
Higher Secondary Level (College and Madrasa)
74.23
73.66
74.93
Source: Bangladesh Educational Statistics, 2011- published by BANBEIS
4.12
In education statistics, to measure the quality of education dropout rate plays
a significant role. From the Table-3.4 it is observed that, at secondary level, in
school, girl’s dropout rate is higher than the boys’, at Dakhil level, the same
picture prevails. But in combined statistics, at higher secondary level (college
and madrasa) level, dropout rate of boys' is higher than the girls’. Free
education for girls at higher secondary level and the existing stipend
programme may work as a counteractive to reduce drop out rates.
Table 4
Girls and Women as Beneficiaries: Drop Out Rate (2011)
Level and Type of Education
Secondary Level (School)
Both Sex
Boys
Girls
Percent
Percent
Percent
56.25
52.22
59.84
Secondary Level (Dakhil)
48.23
41.25
55.67
Higher Secondary Level (College and Madrasa)
25.77
26.34
25.07
Source: Bangladesh Educational Statistics, 2011- published by BANBEIS
5.0
Priority Spending Areas and Benefits for Women’s Advancement
Benefits for Women's Advancement
Priority Spending Area/Programs
1. Secondary Education Sector Development
Programme (SESDP):
This activity has been given highest priority to
ensure the quality of education along with
expanding opportunities for education through
conducting different studies, surveys on
baseline indicators, curriculum development,
decentralization of education management
including reform programs, establishment of
new schools, colleges, madrasas in under
developed areas and the implementation of
(Direct and Indirect)
•
Around 43.38 lakhs female students will come
under stipend program that will increase female
enrollment rate, reduce dropout rate and
ensure direct impact on Women's development.
•
In secondary education level among all MPO
listed teachers, 53,363 (25%) are women.
22
Benefits for Women's Advancement
Priority Spending Area/Programs
(Direct and Indirect)
female student stipend program. (SESDP)
2. Modernization of existing Technical and
Vocational institutions and establishing new
ones:
•
Almost 4,509 (20%) female teachers working in
different technical institutions will directly
impact women's development.
It is important to reduce the unemployment
problem through transforming the mass
population to productive human resources by
imparting work oriented technical and
vocational education.
•
A number of 1,36,853 6(27.02%) female students
who are currently enrolled in different technical
institution swill be able to enter into technical
oriented job markets which will enhance their
empowerment and development directly.
•
Technical, vocational and higher level education
will enhance women's dexterity and qualification.
By participating in different productive and
economic activities women's social status and
dignity will be augmented.
•
It is assumed that if more education and
training opportunities are created, 50 percent of
the new enrollments will be female students.
Substantially, if skilled female workforce
increases in number their entry in domestic and
international job markets will result in women's
direct development and empowerment.
•
There is no direct impact. But, if the
development of the physical facilities of
government and non-government education
institutions e.g. establishment of academic
buildings in 3000 non-government schools,
establishment of infrastructures in 2000
selected
non-government
schools
and
modernization
of
1,000
madrasas
is
implemented then it is assumed that female
enrollment will increase. Number of female
teachers will increase as well. A good number
of unskilled labours will be provided with
employment opportunities of which significant
proportion will consist of women.
•
It is assumed that by providing stipends to
43.38 million female students will reduce drop
out rate, increase enrollment rate and ensure
gender equality, which will eventually impact
women's development positively.
3. Creating
educational
and
training
opportunities in different technologies/
trades on the basis of demand:
To create a domestic and foreign market
driven skilled workforce, education and training
will be given in emerging trades/technologies
by updating existing curriculums
4. Development of the physical facilities of
government
and
non-government
education institutions:
Expansion of educational facilities through
establishing new buildings, and maintenance &
renovation of existing schools of different
institutions i.e. schools, colleges and
madrasas.
5. Provision of female stipend at secondary
and higher secondary levels:
Female stipend will increase enrollment rate of
women, reduce drop out rate, and ensure
gender equalization
6
Bangladesh Educational Statistics,2011
23
Benefits for Women's Advancement
Priority Spending Area/Programs
(Direct and Indirect)
• It is assumed that if the proposed Faridpur
Engineering College, Mymensingh Engineering
College
and
Gopalgonj
Science
and
Technological University, Khulna Agricultural
University, Bangabandhu Sheikh Mujibur
Rahman Maritime University and Barishal
Marine University etc. are established then
female student's enrollment will increase. This
will open up opportunities for women in
technology oriented job market and will ensure
women's development. More jobs for women
will also be created in those institutions.
6. Building/expanding
of
the
physical
infrastructure
and
strengthening
the
activities of the existing and new
Engineering and Technological Universities:
Priority will be given to reduce unemployment of
youth and to create productive human resource
by giving more emphasis on profession oriented
education
6.0
Women’s Share in Ministry’s Total Expenditure
(Taka in Crore)
Budget 2013-14
Description
Total National Budget
Ministry Budget
Development
Non- Development
Budget
Revised 2012-13
Women Share
Women
%
Revised
Budget 2012-13
Women Share
Women
Budget
%
Women Share
Women
%
2,22,491
61,575
27.68
1,89,334
54,304
28.68
1,91,737
50,340
26.25
13,178
4,291
32.56
11,557
3,856
33.37
11,598
3,466
29.88
3,100
1,570
50.65
2,253
1,325
58.81
2,554
1,106
43.30
10,078
2,721
27.00
9,304
2,531
27.20
9,044
2,360
26.09
Table 6
Highest Allocated 10 Projects
Sl.
No.
Name of Projects
Estimated Total
Budget
(in Crore Taka)
Share for
Women’s
Dev. (%)
Budget for
Women’s Dev.
(in Crore Taka)
1.
Secondary Education Quality and Access
Enhancement Project
358.86
70.00
251.20
2.
Development of Physical Infrastructure of
Selected Non-Govt. Secondary Schools
309.36
50.00
154.68
3.
Higher Education Quality Enhancement
Project
282.86
40.00
113.14
4.
ICT for Education in Secondary and Higher
Secondary Level Project.
172.09
50.00
86.05
5.
Development of Post-Graduate Government
Colleges at the District Headquarters for
Improving Quality of Education
160.00
30.00
48.00
Establishment of Non-government Schools in
Selected 306 Upazilla Headquarters without
having govt. School
149.00
40.00
59.60
6.
24
Sl.
No.
Estimated Total
Budget
(in Crore Taka)
Name of Projects
Share for
Women’s
Dev. (%)
Budget for
Women’s Dev.
(in Crore Taka)
7.
Secondary Education Sector Development
Project
132.00
50.00
66.00
8.
Skills and Training Enhancement Project
(STEP)
129.00
50.00
64.50
9.
Teaching Quality Improvement-ll (TQ-ll) in
Secondary Education Project
99.08
50.00
49.54
10.
Establishment of Upzila ICT Training and
Resource Centre for Education (UITRCE)
96.14
50.00
48.07
Total of 10 Projects :
1888.39
49.82
940.78
Total Dev. Budget of the Ministry :
3100.00
50.63
1569.68
Total Budget of the Ministry :
13179.23
32.55
4290.27
7.0
Key Performance Indicators (KPIs)
Indicators
Unit of
Measurement
Last five year
2008-09
2009-10
2010-11
2011-12
2012-13
6
7
1
2
3
4
5
1. Ratio of male-female student
at secondary level
ratio
46.4:53.6
48.4:51.6
46.6:53.3
2. Enrolment of female student
at tertiary education
%
7.8
8.2
9.2
7.1
8.0
46.1: 53.9
10.6
47:53
11.0
Among all the 8 key Performance indicators of Ministry of Education, the
above two KPI’s are significantly and directly depicting the picture of female
student’s enrolment at secondary level and at tertiary level. In the above
table, the enrolment ratio and the rate of secondary and tertiary level is
presented. It has been observed that, at secondary level the gender parity
has already been attained. Girl’s enrolment rate has surpassed boy’s
enrolment and it is now around 53%. In tertiary education girl’s enrolment rate
gives a dismal picture, it is quite low compare to other levels of education. But
a positive upturn is seen in the girls’ enrolment at tertiary level. The free
education for girls’ at this level and the stipend program at the degree level
might enhancing the enrolment rate at this level.
Recommendations for Future Activities
•
At secondary level, the boys-girls enrolment ratio has attained its gender
parity. Girl’s enrolment rate at present is seen 54.0percent which is quite
encouraging for future. But to ensure gender equality ministry should take
necessary steps to increase boy’s enrolment.
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•
Girls are bit lacking behind in Technical and vocational education. For this
reason, Ministry of Education should do necessary adjustments in their
planning and strategies to address the issue. If women are given
technical skills in the trades like Nursing, Driving etc. that may help them
to compete and enter into the international labour market.
•
Women are engaging more in tertiary education. It is expected that more
women will be entering into the job market. Envisioning this for the future
plans and strategies, Ministry of Education should enhance and protect
the right amount of quota for women in various institutions, particularly in
educational institutions.
•
Dropout rate among girls in the higher secondary education is high.
Attention must be paid so that the underlying reasons are addressed and
remedial actions are taken.