Access to and Exclusion from Primary Education in Slums of Dhaka, Bangladesh. CREATE Pathways to Access. Research Monograph No. 45

Autor/in	Cameron, Stuart
Institution	Consortium for Research on Educational Access, Transitions and Equity (CREATE)
Titel	Access to and Exclusion from Primary Education in Slums of Dhaka, Bangladesh. CREATE Pathways to Access. Research Monograph No. 45
Quelle	(2010), (42 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	0-9018-8152-X
Schlagwörter	Slums; Foreign Countries; Urban Population; Access to Education; Disadvantaged; Equal Education; Social Justice; Dropout Rate; Enrollment Rate; Educational Assessment; Institutional Characteristics; Educational Opportunities; Educational Research; Politics of Education; Political Attitudes; Bangladesh + Suchen Sie Ihr Suchwort? Slum; Ausland; Stadtbevölkerung; Education; Access; Bildung; Zugang; Bildungszugang; Soziale Gerechtigkeit; assessment; Bewertungssystem; Bildungsangebot; Bildungschance; Bildungsforschung; Pädagogische Forschung; Educational policy; Bildungspolitik; Political attitude; Politische Einstellung; Bangladesch
Abstract	Bangladesh's urban population is rising fast. In the capital, Dhaka, some 4 million people live in slums. They are lacking in wealth, power and social connections; probably under-counted in national surveys; and under-served by both government and non-government organisations, many of whom still see poverty as a rural issue or see the urban poor as less deserving of help. Drawing on CREATE research from 2008, this paper highlights the extent of educational exclusion in Dhaka's slums. The results suggest that the number of children not enrolled and drop-out rates are as bad in slums as in some of the poorest rural areas of Bangladesh. Neither government nor NGOs are addressing the needs of the urban poor as fully as they should. Logistic regression estimations are appended. (Contains 8 footnotes, 10 tables, and 7 figures.) (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10