Reports
Situational Analysis Report Bangladesh
Assessing Gender Equality and Social Inclusion in Education: A Study on Children’s Well Being in Cox’s Bazar, Bangladesh
The project conducted a situational analysis on Gender Equality and Social Inclusion (GESI) in schools across Cox’s Bazar, Bangladesh, using a well-being framework based on the capability approach. This study used Focus Group Discussions (FGDs) with 116 students and 16 teachers from eight schools across five Upazilas to assess how schools address different aspects of students’ well-being and inclusivity.
The findings found that while physical health, education, and respect are well-integrated into school practices, there is a considerable gap in addressing mental well-being, gender equality, and autonomy. Girls and boys had different priorities in their school experiences; girls were more concerned about safety and social relationships, whereas boys focused more on aspirations and autonomy.
Additionally, teachers identified critical gaps in the curriculum, including the lack of structured direction and inadequate training on gender-sensitive teaching practices. These insights highlight the need for targeted interventions to create a more inclusive and equitable learning environment that promotes both academic growth and overall student well-being.
BASELINE SURVEY REPORT | BANGLADESH
This report comes up based on a baseline survey conducted by RDRS Bangladesh in the eight
schools in Cox’s Bazar, Bangladesh. The report is an output of the project titled ‘Promoting
Gender Equality and Social Inclusion in Schools Building on What Children Value and Aspire to
Do and Be’ funded by Global Partnership for Education’s (GPE) Knowledge and Innovation
Exchange (KIX) and International Development Research Centre (IDRC).
Institutionalization Tracker Report Bangladesh
Institutional Readiness for Scaling Student-Led Gender Equality and Social Inclusion Initiatives: A Study of LIKE Clubs in Eight Schools in Cox’s Bazar, Bangladesh
This study assessed the institutional readiness of eight community schools in Cox’s Bazar, Bangladesh, to establish and scale the Learning, Innovation, and Knowledge Exchange (LIKE) Club, a student-led initiative promoting Gender Equality and Social Inclusion (GESI), child participation, and holistic well-being based on 16 child capability indicators. Using a quantitative approach and the Institutionalization Tracker tool, data were collected from eight Headteachers and eight GESI Focal Persons to evaluate readiness across governance, human resources, curriculum, monitoring and evaluation, stakeholder engagement, and inclusion practices. Findings show that most schools demonstrate strong readiness, particularly in leadership, governance, participation, and inclusion practices, with high commitment from school authorities. However, areas such as curriculum integration, material distribution, communication systems, and M&E require further strengthening. Overall, the study concludes that scaling the LIKE Club is feasible and strategically aligned with school capacities, recommending targeted technical support, clearer role definitions, and strengthened systems to ensure long-term sustainability.