https://repository.auw.edu.bd/handle/123456789/174 2026-06-09T23:48:13Z https://repository.auw.edu.bd/handle/123456789/203 Bridging the Gender Gap: Exploring the Nexus between Education, Public Expenditure, and Economic Growth in Bangladesh Das, Tanny Achieving gender equality in education is widely recognized as essential for driving sustainable economic development, with public expenditure playing a pivotal role in fostering such equality. Understanding the interplay between these factors can inform policies to promote inclusive growth. This study aims to explore the relationship between gender equality in education, public expenditure on education and economic growth in Bangladesh from 1995 to 2022, using the ARDL model in two parts: first, it investigates the impact of gender equality, as reflected by female secondary school enrollment, on economic growth in Bangladesh in both short and long run; second, it evaluates the short and long-run dynamics of public expenditure on education in promoting gender equality in education. Results reveal that in the long run, a 1% increase in female secondary enrollment is associated with a 10.72% decrease in GDP per capita. This might be attributed to low workforce participation among educated women, societal norms, and job market mismatches. Conversely, public education expenditure significantly affects gender equality in education, with a 1% increase in expenditure leading to a 0.1048% increase in female enrollment. Short-term results indicate that changes in female enrollment do not significantly influence GDP per capita. At the same time, public education spending continues to positively impact female enrollment by 0.067% per 1% increase in spending. The findings of this study have important implications for shaping education and economic policymaking within the country. It suggests that the government should prioritize policies that enhance workforce participation among women, challenge restrictive societal norms, and better align education with labor market demands to achieve meaningful economic growth. Furthermore, the study emphasizes the need for gender-responsive budgeting, infrastructure development, and 5 curriculum reforms as essential measures to maximize the impact of education on sustainable economic growth and social progress. 0012-01-01T00:00:00Z https://repository.auw.edu.bd/handle/123456789/202 Teachers' Perceptions of Shifting from Traditional Exams to Creative Student Responses: A Study of the Bangladeshi Education System Bashir, Noha This research examines the Bangladeshi education system and compares the efficacy of traditional tests to those incorporating creative tasks. In order to concurrently collect both quantitative and qualitative data the participants (77 teachers) were administered a self-complete questionnaire followed by qualitative interviews with a sub-sample of 20 participants. To this end, the study set out to identify teachers’ attitudes to both forms of assessment as well as the difficulties that are experienced when using the two assessment types. The paired sample t-test quantification responses indicated the two methods did not differ significantly in terms of perceived effectiveness (p = 0.215). But, it was noted that creative assessments had a meaningful positive impact on the student engagement than the traditional ones. Consequent research qualitatively revealed that dearth of resources, insufficient qualification of teachers, short time availability, and parents and students’ non-acceptance as being important factors that hindered the proper use of creative assessments. This is also supported by the claims of teachers for a varied approach and encompassing the constructive and conventional styles to achieve meaningful integration between the theoretical and the practical lectures. On the basis of the research presented in this paper, the following governmental policy strategies are recommended: More funding, better training, time to plan, peer support, and community engagement. In this way, the identified barriers can be approached by policies to improve the Bangladeshi context in education to replace traditional methods with innovative and diverse assessment approaches for students’ 21st-century learning. 0012-01-01T00:00:00Z https://repository.auw.edu.bd/handle/123456789/201 Investigating Access and Barriers to Higher Education Among the Rakhine Ethnicity in Cox’s Bazar, Bangladesh Wan, Nila This thesis explores the barriers to higher education among the Rakhine ethnic community in Cox’s Bazar, Bangladesh, focusing on cultural, economic, and societal factors. Using qualitative research, the study includes interviews with students, community leaders, and parents in rural areas. The findings reveal that cultural barriers, especially gendered expectations, limit educational aspirations, particularly for young women. In many households, traditional beliefs prioritize marriage and domestic duties over academic achievement, restricting girls' opportunities for higher education. Economic constraints are a major obstacle, as many families live in poverty and cannot afford tuition, transportation, or study materials. The lack of local infrastructure and quality educational institutions further exacerbates these barriers. Additionally, the Rakhine community faces social marginalization, including discrimination and unequal access to educational resources. Despite these challenges, the community demonstrates resilience and a strong desire for education. The research highlights the role of community leaders and parents in supporting children’s educational aspirations. Based on these findings, the thesis proposes policy recommendations such as financial aid, gender-sensitive policies, and community-based education initiatives to improve access to higher education. Overcoming these barriers is essential for empowering Rakhine youth, particularly women, and ensuring equitable opportunities for all. 2024-12-01T00:00:00Z https://repository.auw.edu.bd/handle/123456789/200 Assessing the Quality of Education for Rohingya Refugees in Cox's Bazar and Its Potential Outcomes. Mounin, Mosaddika This study examines Rohingya refugees' educational quality and outcomes in Cox's Bazar, explicitly focusing on Camp 11. The mixed method and a 360 data set were used, where parents, elementary and secondary school students, eleventh graders, and their instructors contributed to my data set. This study encompasses parents, primary and secondary students for quantitative analyses, students in the 11th grade, and teachers to gather qualitative data. The primary emphasis is placed on the educational environment, the quality of educators, and the advancement of education and higher education within Rohingya camps. The findings of the study give different scenarios of learning centers. Access to resources, teacher training, and curriculum application were identified as areas that could use improvement based on quantitative analysis, showing strengths and weaknesses in the current educational services. The qualitative insights elucidate the arduous experiences encountered by students in pursuing higher education, as well as the teachers' perspectives regarding the education system. Policymakers, educators, and humanitarian groups engaged in refugee education worldwide can draw broader implications from the study's findings than those specific to Cox's Bazar. Refugee education and fundraising efforts can be strengthened globally with these new understandings. This research emphasizes the importance of incorporating cultural sensitivity and a focus on rights into educational practices. By prioritizing educational programs that honor the culture and rights of Rohingya refugee communities, we can make a real difference in their future. 0012-01-01T00:00:00Z