School stipend allocation: examining practices and their consequences

Abstract

In Bangladesh, where over 165 million people contend with high population density and significant poverty rates, education serves as a critical vehicle for socio-economic mobility. This thesis examines the efficiency and impact of schools stipend programs on educational outcomes in Bangladesh, particularly focusing on the role in reducing dropout rates and mitigating economic disparities. Through qualitative research methods involving interviews, focus group discussions, and thematic analysis, the study explores the administrative practices and social economic challenges associated with Primary Education Stipend Program (PESP) and the Secondary Education Stipend Program is (SESP). The research identifies common practices in stipend distribution and investigate how these practices, influence student retention and dropout rates. The findings well reveal that while stipend programs are instrumental in increasing school attendance, particularly among female students they are marred by operational inefficiencies and corruption, which hinder their potential impact. Additionally, the study highlights the long-term consequences of stipend programs, including the perpetuation of socio-economic inequalities, and inadequate support for the poorest families. This study contributes to the understanding of how targeted financial support in the education sector can be optimised to achieve greater equity and effectiveness. The insights gained underscored the need for comprehensive reforms to enhance the administration of stipend programs, and extend the benefits more broadly across the socio-economic spectrum. Recommendations for policy adjustments, and further research are provided to support the development of more inclusive and effective educational support systems in Bangladesh.