Humanitarianism: Education & Conflict: PEAC/EDUC 072 (Amy Kapit)

Impact of COVID-19 on Girls' Education in Bangladesh

Nationwide School Closure

On March 18, 2020 Bangladesh shut down schools nationwide in an attempt to halt the spread of COVID-19. Impacting about 38 million students, the closure of schools has greatly compounded the difficulties in accessing education for marginalized groups of children (Rahman & Ahmed, 2021). 

To combat learning loss during school closures the Bangladesh Ministry of Education attempted to introduce virtual learning in the form of an educational television show, but less than 50% of school age children have access to a radio, computer, or television (Rahman & Ahmed, 2021). Additionally, while many children have access to a mobile phone, only 38% of households have access to the internet (the overwhelming majority of which are high-income households) (UNICEF 2020).

This digital divide perpetuates cycles of poverty and disparity as children with the least resources are denied access to education during the pandemic. 

Of the marginalized children impacted by the closure of schools in Bangladesh, girls (especially pregnant girls) are particularly vulnerable. COVID-19 threatens to unravel the last twenty years of progress towards gender equality in education as economic hardship, social norms, and lack of resources reduces the likelihood that Bangladeshi girls will reenroll in school when they reopen (World Bank, 2019).

Economic strain on households has led to families marrying their daughters off early, increasing the risk that they become pregnant and are forced to abandon their education. Additionally, a lack of capital prevents families from being able to pay school fees, and parents will often choose to educate a son over a daughter (Sakib, 2021). 

Even girls encouraged to pursue their education may find themselves unable to take advantage of the Ministry of Education’s online learning television channel because of limited access to technology like televisions, radios, and telephones. Girls being home during quarantine also increases the risk that they will be victims of sexual violence, and failing to return to school decreases their opportunities to support themselves and their communities in the future (UNICEF 2020). 

Plans to Reopen

Currently, as of May 15, 2021, the Bangladesh Ministry of Education plans to reopen secondary and higher education institutions on May 29, 2021. This decision extends COVID-19 restrictions one week past the previously-scheduled day of reopening, May 23, as the government reportedly is waiting for the country’s infection rate to drop below 5% before allowing in-person school to resume. Considering a recent spike in reported cases in April 2021, it is unclear how far into the future school reopening plans will be pushed (Dhaka Tribune, 2021). 

It is essential as the pandemic persists and schools begin to reopen that the government of Bangladesh and other actors not only increase efforts to ensure girls can effectively learn outside of school, but also support the return of all girls (especially those most marginalized) to school through funding and policy efforts.

Without prioritizing marginalized girls in school reopening plans, millions of Bangladeshi girls will be left without support networks, healthcare, or the mobilization opportunities that come with access to education. 

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