মোঃ আজহারুল ইসলাম
সহকারী অধ্যাপক
Empower girls with technical knowledge
১৩ এপ্রিল, ২০২৩
Empower girls with technical knowledge
The dramatic incrementing rate of female education remained a milestone in the history of Bangladesh. Holding a patriarchal interaction with a vast rural-based society, the picture of female enrolment in primary and secondary education seems a great success for the Government of Bangladesh. The government's efficient policy implementing and Non-Government Organization's continuous stipend programs are attributing side by side to erase the gender disparity in the country. In addition to the government's role-playing the availability of education facilities is seen at an expanding rate which, sticks together with the concept of ensuring facilities at an affordable rate. The success of minimizing gender disparity therefore might be concluded with achieving the Millennial Development Goal for Bangladesh. Despite gaining a noteworthy female education rate, the part of female participation is seen in a falling position at higher education and as time goes by, the female job involvement in the labour market reached the bottom line. To break down patriarch tradition, academic knowledge and education may not require establishing empowerment where technical education might strengthen support for women to acquire technical education in today's rapidly advancing world. With the constant emergence of new technologies and the increasing demand for skilled professionals, it has become more important than ever for women to be equipped with the necessary technical knowledge and skills to succeed in various industries. To address this need, it is imperative that we provide women with access to high-quality technical education that is tailored to their specific needs and goals. This could involve offering courses and programs that focus on areas such as computer science, engineering, and data analysis, among others.
According to the UNESCO Institute for
Statistics, the gross enrolment ratio for tertiary education in Bangladesh was
24%, out of the total number of people in the eligible age group for tertiary
education; It is worth noting that this number has been steadily increasing in
recent years, indicating the government's efforts to expand access to higher
education in the country. However, there is still a significant gender gap in
tertiary education enrolment, with only 15% of women enrolled in higher education
compared to 26% of men. In 2019, the same institution gave a crystal clear
numerical representation in the technical education sector such as engineering
and technology. Women make up only around 5% of students in these fields. The
technical and Vocational Education and Training (TVET) sector is now
consequently holding women's engagement at 9 to 13 percent in public
institutions and 33 percent in private institutions. This scenario is
concerning that Technical Schools and Colleges (TSCs) are lagging in terms of
gender inclusion.
Gender disparity in terms of enrolling in higher
and technical education is mainly pressed by societal taboos. These taboos may
include cultural and societal norms that prioritize traditional gender roles,
discourage women from pursuing careers in technical fields, and perpetuate
gender stereotypes. In many societies, technical education is still viewed as a
masculine domain, and women may face significant barriers to accessing
technical education due to gender bias and discrimination. Women may also face
pressure to conform to traditional gender roles, which may limit their
opportunities for pursuing technical education and careers. The parental
knowledge regarding the background of polytechnic institutions is narrow-minded,
due to minimal social esteem; the education gained from polytechnic
institutions seems like grout in modern urban-based dummy attitude. This
disparity was already stressful, and then the cultural belief towards academic
education over technical education was added to the bargain. This, in turn,
limits the availability and accessibility of technical education programs,
particularly in rural and remote areas.
The government of Bangladesh is on the verge of
entering the 4th industrial revolution. The 4th industrial revolution is
characterized by the integration of advanced technologies such as artificial
intelligence, robotics, and the Internet of Things into all aspects of the
economy. This has led to significant changes in the types of skills and knowledge
required for success in the job market, with a growing demand for workers with
technical expertise and digital skills. A large number of female students are
showing their potential in the primary and secondary stages of education, but
this number will become an educated burden to society due to being deprived of
technical or higher study, the liability will only be faced by society as well
as the government. Taking part in a technical grounded study focuses upon skill
development training, which further assists in creating market-responsive
demand. Equipped with skills females will supply a market-driven job sector and
create employment establishing a self-made enterprise. Empowerment through
financial establishment will lessen the burden of gender disparity.
Even if the percentage of females taking part is
low, it goes down to the borderline when it comes to the topic of the job
employment rate of female graduates. Despite having potentiality the societal
orthodox don't leave their back. Lack of safety and unfriendly working schedule
and the preferences they made over their traditional gender needs are staying
at the root level. In addition to these reasons, the irrelevant perceptions and
preconditions regarding job type and location are also attributed to this lower
participation.
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