Bangladesh has made remarkable progress in social and economic development in recent decades, which contributed to the country attaining middle-income status in 2015. While the country’s educational advancements are noteworthy – net enrolment rates in school have converged towards gender parity and literacy rates have improved – entrenched obstacles related to educational transitions for adolescents persist.
In Bangladesh, GAGE has collected mixed-methods baseline data from a school-based sample in Chittagong and Sylhet divisions, as well as virtual data collected at various intervals during the covid-19 pandemic. Quantitative baseline data was collected from 2,220 adolescents attending grades 7 and 8 in 109 public (government) and semi-private (monthly pay order (MPO)) schools in February and March 2020; and qualitative baseline data was collected by phone from 100 adolescents, parents and teachers between August and September 2020. This brief highlights headline emerging findings and provides links to more comprehensive publications.
Suggested citation
GAGE consortium (2022) ‘Adolescent lives in Bangladesh: what are we learning from longitudinal evidence? Lessons from longitudinal research with adolescents.’ Policy brief. London: Gender and Adolescence: Global Evidence. (https://www.gage.odi.org/publication/adolescent-lives-in-bangladesh-what-are-we-learning-from-longitudinal-evidence/)
