Education in Slum Children of Dhaka City: Where is the End?

Supervised by

S.M. Arif MahmudAssistant Professor

Department of AnthropologyUniversity of Dhaka

Submitted by:

Muhammad Abu Jafar SalehClass Roll: 29

Exam roll:Reg no: HA-8363Session: 2006-07

Department of AnthropologyUniversity of Dhaka

This monograph has been prepared for fulfilment of the course 134, Advanced research of BSS Hon’s 8th semester (1st batch), Department of Anthropology, University of Dhaka

Content

Preface Acknowledgment

CHAPTER ONE: INTRODUCTION

1.1 Proposition 1.2 Objectives1.3 Research Methodology1.4 Location of the study area1.5 Significance of the study1.6 Conceptual framework 1.7 Limitation of the study1.8 Pains and Pleasures of fieldwork1.9 Literature Review

CHAPTER TWO:

LIST OF TABLES

Table-1: time frame of the studyTable – 2: total slum household and population of Mohammadpur thanaTable – 3: basic information of slum in study areas.Table -4: number of sample taken from different areasTable – 5: size of family among the sampleTable – 6: Income of slum dwellers Table -7 age structure of the respondents.Table- 8: genderTable -9: level of Schooling of household head Table- 10: School types, for school going children Table -11: School status by age Table -12: Level of expenditureTable -13: Expenditure for food items Table -14: Expenditure for housing Table -15: Expenditure for educationTable -16: Occupational structure of the households headTable – 17: Reasons for underemployment

PREFACE

Anthropology is the "science of humanity." Anthropologists study human beings in aspects ranging from the biology and evolutionary history of Homo sapiens to the features of society and culture that decisively distinguish humans from other animal species. Because of the diverse subject matter it encompasses, anthropology has become, especially since the middle of the 20th century, a collection of more specialized fields (Wolf, Eric (1994) Perilous Ideas: Race,

Culture, People. Current Anthropology 35: 1-7. p.227). in studying the complex societies, specially the urban societies, urban anthropology has become a major field in Anthropology.

 Urban anthropology is the study of cultural systems and identities of cities as well as the various political, social, economic and cultural forces that shapes urban forms and process (Britannica Concise Encyclopaedia). Urban slums and slums children are important study in urban anthropology. Anthropologists pay close attention in studying the different features of poverty and slums children education in order to understand of the life of slums dwellers.

Population in Urban Bangladesh population is rising fast. In Dhaka city, out of its total population some four million people are live in slums. They are lack adequate wealth, power and social connections; probably undercounted in national surveys; and under-served by both government and non-government organisations, many of whom still see poverty as a rural issue or see the urban poor as less deserving of help

Slum dwellers’ problems are not limited to access to education only. Their precarious work and living conditions make them a particularly vulnerable group. Paradoxically government bodies try to avoid extending services to the slums for fear of encouraging more migration into the cities, though this is hardly the main driver. Slums are characterised by (often politically motivated) crime and violence and instability.

In this study from micro level and anthropological perspective, the researcher searched to know the scenario of education of slum children in Dhaka city and to analyze socio-economic

status and demographic of slum people. The researcher also found out the government and non-government program of slum children.

In this study, for conducting a study from anthropological perspective, the researcher adopted the participant observation method including with other associative methods such as key Informant Interview (KII), unstructured interview, semi structured interview, case study, time etc methods. Some of them were to find out some distinctive theme. Where participant observation was for participate with people to their activities and problems. KII was to acquire in-depth data, unstructured and semi structured interview to get aspects both explicit and implicit, Case study to undertake as an empirical inquiry to investigate phenomena within its real life context and scale down the study as brief as possible.. Thus, this research was to present on Education in Slum Children of Dhaka City: where is the End?

However, as this study makes clear, slums are a long-standing and significant part of Dhaka that will not simply disappear. Moreover, slum dwellers and their children play an increasingly important part in Bangladesh’s growing economy and should be invested in rather than ignored

ACKNOWLEDGMENT

An anthropological research has a especial importance and place in social science study due to its methodological significance and contributions in the study of human being and human society at large. As a part of the academic procedure, all the B.S.S. (final year) students of Department of Anthropology of the University of Dhaka have to conduct a research and write a dissertation under the course 133. This monograph paper on ‘Education in Slum Children of Dhaka City’ has been prepared to full fill that purpose. Lots of people contributed directly or indirectly to complete successfully this study.

In doing this research, firstly, I express my deepest gratitude to the supervisor of this monograph, S.M. Arif Mahmud, Assistant Professor, Department of Anthropology, University of Dhaka, for his patience in scrutinizing every page of my work, for correcting my inaccuracy in every step.

I also owe my gratitude to Professor Nasima Sultana, Chairperson, associate Professor Department of Anthropology, University of Dhaka, who has given me some valuable information’s about this study. Besides this I have got much cooperation from other teachers of my department. They have enamoured me by their knowledge in every time and every step of my University life and they will be the constant source of my inspiration.

I am also thankful the various organizations and its manpower that had kindly provided the relevant data, documents, book and reports. Special thanks to my eldest brother Fhamid and my all friends whose are help me to find valuable data.

Finally I am feeling to the resident of the research area of Muhammad for their direct help in order to realize the scenario of education of slum children in Dhaka City. I am grateful to all of them who at deferent times and at different in many different ways have given me valuable

facts and encouraged me to complete the present research and express my deepest gratitude to my parents for their perpetual inspiration and financial support to my education.

Muhammad Abu Jafar Saleh

April 2011

CHAPTER SIX: RECOMMENDATIONS AND CONCLUSION

REFERENCES

APPENDICES

LIST OF FIGRE

LIST OF MAPS

List of Abbreviations

ABB Asian DevelopmentBANBEIS Bangladesh BureauBBS Bangladesh Bureau of statisticsBRAC (formerly) Bangladesh Rural Advancement CommitteeCREATE Consortium for Research on Education Access, Transitions and EquityCUS Centre for Urban StudiesEFA Education for AllFIVDB Friends in Village Development, BangladeshGPS Government Primary SchoolHIES Household Income and Expenditure SurveyLGED Local Government Engineering DepartmentMICS Multiple Indicator Cluster SurveyMOPME Ministry of Primary and Mass EducationNGO Non-Government OrganisationPEDP Primary Education Development PlanRNGPS Registered Non-Government Primary SchoolUIS UNESCO Institute for StatisticsUNESCO United Nations Educational, Social and Cultural OrganisationUNICEF United Nations Children’s Fund

CHAPTER ONE: INTRODUCTION

1.1 PROPOSITION

Though still comparatively rural, Bangladesh has an urban population of about 35 million, or just over 25 percent1 of its total population. And this number is increasing day by day. This rapid growth has been due primarily to migration by the rural poor, particularly to large

1 Data used in this study are taken from the study titled Urban slums of Bangladesh, conducted by Professor Nazrul Islam et. all, the Daily Star, 20-06-2009

metropolitan areas. On arrival, these poor migrants routinely turn to slums and squatter settlements for shelter. All major urban centres in Bangladesh have slums, but the largest concentrations are in Dhaka city.

In Bangladesh, slums are generally illegally located on land belonging to the government, semi-governmental units, public organizations and other organizations. The socioeconomic status of this community is defined by low income, with the majority, or over 50 percent, of households having income below the poverty level of Tk. 5,000 per month, the majority of the labour force in informal sector occupations (e.g. rickshaw pullers, hawkers, domestic workers, etc.) or very low paying formal sector positions (in organizations ranging from factories to offices) and low levels of rent.

Slums have existed in Dhaka City for a long time but their growth accelerated after the liberation of the country in 1971, mainly due to mass migration by the rural poor. The quality of housing is one of the most basic indicators characterising slum settlements. The majority of slum houses (56%) in the six cities were of very poor quality (weak and temporary structures or kutcha units), while another 42.4 percent were semi-pucca type. A very small proportion (1.1%) was dilapidated older buildings, while only 0.5 percent was good quality homes. More than 93% of slums were reported to have very high population density and very poor environmental services, and 85% had very poor housing conditions.

During the 1990s and early 2000s, Bangladesh experienced strong urban economic growth, a reduction in poverty rates, and rapid growth in primary school enrolments. Amongst many factors, these changes are linked to Bangladesh’s growing involvement in the global economy, especially in the form of garment factories, and conscious efforts by its government to increase enrolments through its primary education plans

According to an UNESCO(2010) report, education figures for slums in Dhaka city are among the worst in the South-Asian County. Considering the overall educational situation in the slums of Dhaka an attept has been made inthis study entitled, “Education in Slum Children of Dhaka City : Where is the End?” to know scenario of education of slum children in Dhaka city and how families in slums make decisions about schooling, how these decisions related to their economic, social and migration background, and to their aspirations and expectations concerning their children’s futures.

1.2 OBJECTIVES

Broad Objective

The main objective of this study to has been know the scenario of education of slum children in Dhaka city.

Specific Objectives

The specific objectives are:

To analyze socio-economic status and demographic information regarding the slum

people.

To know the education awareness of slum people.

To know the opportunity and difficulties regarding life and livelihood of slum people.

To know the government and non government. education program of slum children.

To reveal the factors responsible in abstracting the poor urban slums dwellers from

uplifting their economic condition.

1.3 Research Methodology

Sources of Data collection

In dealing with any real life problem it is often found that data at hand are inadequate, and hence, it becomes necessary to collect data that are appropriate. Two sources have been used to collect data and these are A). Primary sources and B).Secondary sources

1.11.1: Primary sources:

Data collected from slum people and the field observations are primary sources for this study. The data has been collected from four largest slums in Dhaka city through interview, census, observation, case study and oral history. 1.11.2: Secondary sources

Data collected directly from past work. Data was collected from book, literature. Cnsus plays an important role analysis data as secondary sources.

1.12: Method and techniques of Data Collection from the Primary sources

For different phase of this study and to collect primary data different method and techniques have been used and these are:

1st Phase: participant observation 2nd Phase: key informant, unstructured interview. 3rd Phase: in depth observation, case study.

Participant observation:

This method has been used in the 1st phase of this study to understand relevant events such as to observe the children playing in the field, doing class with them and exchanging greeting in the streets.

Key informant:

In order to any detailed work with the relevant people about specific areas of a community life this method can help a researchers a lot. The researchers found some key informants in his study area. They were old inhabits of the study area and helped the researchers a lot gather some valuable information’s about the neighbourhood pattern of the are

Unstructured interview:

The researcher followed this method with a number of slum dwellers of various ages which is obtained by the researchers with his own interest. Most of the information are male are some of them are young. The male persons and the children avoid structured questionnaires. For this reasons, Informal interview technique was applied.

Case study:

Case study was adopted as an aid to reflect the nature of the problem in a much met shell. This was adopted as an aid to the depth finding of the study. This was one of the strategies for scaling down the study as brief as possible. Because through this the brief scales of the study were enlarged, it was necessary for the study.

Fieldwork diary:

A fieldwork diary has been used in this study to record the day to day experience and observations gathered during and after fieldwork.

1.4 Location of the study areas:

The main aim of the researcher’s study is to know the scenario of education of Slum children in Dhaka. Muhammadpur area in this context is a significant area to work with. Selection of a research area always desire accessibility, easy reception and enriched written study topic etc. for the favour of all these matters, the researcher’s selected Muhammadpur Thana areas as the study area of research.

As a resident of the area, the researcher had the opportunity to grow up in the study area. So the researcher really faced no difficulties in the matter of accessibility. As a member of this area the researcher had the advantages to do research without spending a lot of time and money.

1.5 SIGNIFICANCE OF THE STUDY

In the context of Bangladesh, the anthropological researches are limited. Specially, the urban phenomena are virtually absent. So this study can be helpful to the academic learners and professionals as well as further researchers to enrich their knowledge. Social programmers, policy makers and urban planners can get help from this study. Again, different government and non government organizations can get directions from this study.

So it can be said that, from all directions, this study hopefully can be open a new avenue for furthers research on the phenomena of poverty & adaption of slum dwellers in city life. Hopefully, it will be able to help to solve multidimensional problems and can enrich its literature, so that people can get the real picture of the urban locality in the context of Bangladesh.

1.6 Conceptual framework

“Education is the backbone of sustainable development. Education stimulates and empowers people to participate in their own development”. A plan for sustainable development must address the issue of education because it plays a critical role not only in expanding further educational opportunities, but also in fostering basic intellectual abilities such as literacy that are crucial to success in a world where power is closely linked with knowledge. Primary education must receive a great amount of attention in developing nations for this reason. Some concepts have been made clear for this study in the following section. Children

According to the Convention of the Rights of the Child (CRC), approved by the UN General Assembly in November 1989, any person under the age of 18 is a child (Article 1). Although article 12 recognises that there are gradations of childhood and that children have evolving capacities, 18 remains the defining limit between childhood and adulthood. It must be noted that each country that signs and subsequently ratifies the Convention is free to enter a comment about one or more article with which there is disagreement. In other words, the Convention allows each member state to follow its domestic laws and customs in defining a child according to the relevant context. As Bissell (2003: 55) points out, “the Convention really tries to do two things, to embody universalistic principals while still recognising, implicitly, that childhood is a social construct”.

Slum

A slum, as defined by the United Nations agency UN-HABITAT, is a run-down area of a city characterized by substandard housing and squalor and lacking in tenure security. According to the United Nations, the proportion of urban dwellers living in slums decreased from 47 percent to 37 percent in the developing world between 1990 and 2005.However, due to rising population, the number of slum dwellers is rising. One billion people worldwide live in slums and the figure will likely grow to 2 billion by 2030.

"Slum" was originally used in the phrase "back slum," meaning a back room and later "back alley”. The origin of this word is thought to come from the Irish phrase 'S lom é (pron. s'lum ae) meaning "it is a bleak or destitute place" The Oxford English Dictionary says it may be a "cant" word of Roma (Gypsy) origin. The etymologist Eric Partridge says flatly that it is "of unknown origin."

Slum has also defined as a densely populated area of substandard housing, usually in a city, characterized by unsanitary conditions and social disorganization. Rapid industrialization in 19th-century Europe was accompanied by rapid population growth and the concentration of working-class people in overcrowded, poorly built housing.( Britannica Concise Encyclopaedia:)

Moreover, slum is an area of poor housing, often characterized by multi-occupance and overcrowding. Schools are poor, items sold in local shops are relatively expensive, and sanitation inadequate. Slum populations often exhibit high concentrations of drug abusers, alcoholics, criminals, and vandals.

Education

Education in the largest sense is any act or experience that has a formative effect on

the mind,character or physical ability of an individual. In its technical sense, education is the

process by which society deliberately transmits its accumulated knowledge, skills,

and values from one generation to another.

Etymologically, the word education is derived from educare (Latin) "bring up", which is

related toeducere "bring out", "bring forth what is within", "bring out potential" and ducere,

"to lead" (Etymonline.com)

The definition of education in common usage, that education is merely the delivery of knowledge, skills and information from teachers to students, is inadequate to capture what is really important about being and becoming educated.( http://www.teach-kids-attitude-1st.com/definition-of-education.html)

The proper definition of education is the process of becoming an educated person.moreover Education is a process of cognitive cartography, mapping your experiences and finding a variety of reliable routes to optimal states when you find yourself in non-optimal states.

Dhaka city The present study uses the definition of Dhaka Megacity based on Based on Bangladesh Population Census-2001. It states:The city corporation of the country and the adjacent areas having urban characteristics has been termed as Statistical Metropolition areas. The entire area of Dhaka City Corporation and the thanas of Gazipur sader. Narayangong Sadar, Savar and Keranigonj are included in Dhaka Megacity. The adjusted population of Dhaka Metropolitan area is 107,12206. Dhaka is the only megacity of the country.

Map -1: Dhaka city

Sources : http://www.yogsutra.com/Dhaka_City_Map.htm

1.7 limitation of the study

The study has several limitations. It took place during the day time, when all parents were not available. Only three slums in Muhammad thana has been surveyed; although some attempt has been made to choose three slums with a variety of characteristics (government vs. private; well-established vs. newer) it cannot be assumed that the results will generalise to all of Dhaka’s nearly 5000 slums. The interviews provide more depth than the survey but still only skim the surface of how participants really saw their situation and their relation to the education system. There is a strong possibility of response bias in some of the answers, although care has been taken to word questions neutrally.

Many of the quantitative findings related here have draw on self-estimated monthly household income data, which may not be very reliable. The intention is to use other indicators of socio-economic status (including perceived financial well-being; asset

ownership; condition of dwelling; migration status and social connections) for analysis later on.

1.8 LITERATURE REVIEW

For this study some reviews of literature have been in the following discussion.

The Article “Listening to the children: Case study on child labourers and Non Formal Education in Dhaka” is written by Giorgio Algeria (2007). The author has show that the impact of Non Formal Education (NFE) program on working children’s lives in Bangladesh considering the principle of the “best interest of the child” and assuming the importance of “educational opportunies” in challenging child labour and allowing children to make informed rational choices. Especially he focused on children in the 9-14 year age group, living in urban slums, who were both working and studying through NFE programs.

The author also showed that the NFE programs analyzed in the peculiar Bangladeshi context are no fully reconcilable with the principle of best interest of child as defined by CRC, and choices. Ultimately, in order to better apply the above mentioned principle in the context studied, it is necessary to define more clearly who are the children in question, and to realize more structured interventions which should be able to especially address those vulnerable children who more than others deserve attention and protection, and to guarantee their continuing education in order to really change their lives.

This article is most important for my research to know that the child labourers and non formal education in Dhaka. And gathered the unconstrained expression of the working children’s views, according to their maturity and understanding, in order to investigate their opinions on child labour and education.

Giorgio Algeric don’t discuss in his articled about the scenario of education of urban slum children and to reveal the factors responsible in abstracting the poor urban slums dwellers from uplifting their economic condition. So I tried mention about this in my researched.

The book “Bastes of Dacca: A study of Squatter Settlement” is written by Syeda Rowsan Kadir (1975). The authors has shown that most of the slums dwellers have come from village many of them have been living there for a ling time . they have come here on the basis of relationship or countryman. The condition of slums house is so lower class. Here most of people built their house by bamboo frame wrapped by plastic, or tin. Most of roofs of these houses are very low. The flower of those house are dump and raw. Some times these floors are given the layer of mud. The rseracher has told about the presence of confederacy that plays a vital role in solving the social problem of the slum. But the researchers had not mentioned the sources of their power.

The book “Urban Poverty, Types of Problem and Expansion” is written by Protima Mozumder(1992. The author has shown that the slum dwellers are floating mass community of the urban whose one can easily oust through driving bulldozer. They creat various problem

in lifestyle of urban people afflict the urban economy in various ways and the are apecially blamed for the unemployment problem of urban. Immigration from village to urban is the bearer of poverty or immigrations means creating poverty.

Here the author of the book gives us a clear idea that most of the urban are the immigrant rural areas who brings a huge burden of rural poverty with them. Moreover besides riral poverty has brought rural values with them of which they have destroyed a small proportion only for the urge of necessities. Quest of work are inevitable for the urban people. The writer of the book is a social scientist she has edited research work through surveying the poor authoress in this book has mainly focused on the rural urban immigration and its impact on their life. The authors have not told about the negative impact.

The article “Education in slums of Dhaka, Bangladesh” is written by Stuart Cameron (2009). The author has shown that how families in slums make decisions about schooling, how these decisions related to their economic, social and migration background, and to their aspirations and expectations concerning their children’s futures. The approach is broadly derived from the economics of returns to education, and assumes that parents and children make rational decisions about whether or not a child will go to school and for how long.

But it leaves questions exactly who makes those decisions and on the basis of what information. It acknowledges that parents cannot see very clearly what kind of benefits there might be to having an education in 10 years’ time, although they can make reasoned guesses. It tries to take into account the ways that families use existing physical, human and social capital to improve the prospects of the next generation.

By this article researchers can know that the urban poor are a rapidly growing population and have been under-served by both governments and NGOs. Education is recognised by people living in slums as a key part of potential ways out of their poverty, vulnerability, and poor living conditions, as well as something of value in itself.

The article “Access to and Exclusion from Primary Education in Slums of Dhaka, Bangladesh” is written by Stuart Cameron (2010).The author has show that urban slum dwellers in Bangladesh are at least as marginalised as the rural poor. While the Government of Bangladesh as well as national and international NGOs has made concerted and innovative policy efforts to include the rural poor in education through alternative education, stipend schemes and school building programmes, these interventions have not been extended on the same scale to the growing numbers of the urban poor. The problems of access to education faced by slum dwellers are fundamental. There are substantial areas lacking access to any government school and which are too poor for even the lowest cost private provider. Urban migration is exacerbating the problem.

This monograph highlights issues surrounding urbanisation, the urban poor and the conditions of slum dwellers in Bangladesh that have repercussions beyond the realm of education. Through this analysis of deprivation and exclusion, the researchers argues that the emphasises the need for a greater focus on education for the urban poor and considers some policies that could improve the situation.

1.9: Time Frame of the study

The research has beenconducted in three phases, firstly it has been carried out in the areas in the month of December, 2010 for 10 days, secondly in the month of January, 2011 for 10 days and again in the month February 2011 for 15 days. The following table-1 shows the time frame of this study.

Table-1: time frame of the study

Year Month Date

2010 December 20 to 30

2011 January 20 to 30

2011 February 01 to 15

Selection of the study areas:The main aim of the resercher’s study is to know the scenario of education of Slum children in Dhaka. Muhammadpur area in this context is a significant area to work with. Selection of a research area always desire accessibility, easy reception and enriched written study topic etc. for the favour of all these matters, the researcher’s selected Muhammadpur thana areas as the study area of research.

As a resident of the area, the researcher had the opportunity to grow up in the study area. So the researcher really faced no difficulties in the matter of accessibility. As a member of this area the researcher had the advantages to do reserchh without spending a lot of time and money.

CHAPTER TWO: PROFILE OF THE STUDY AREA

2.1 Mohammadpur

Mohammadpur (Bengali: মো��হা�ম্মদপু�র) is a Thana of Dhaka District in the Division of Dhaka,Bangladesh. Though initially Mohammadpur has grown as a residential area, nowadays many commercial places can be found here. The area has become more crowded than it was before. Massive urbanization has turned Mohammadpur into a miniature city and has resulted in the loss of natural environment including swamps, wetlands.

Geography

Mohammadpur is located at 23.7542°N 90.3625°E . It has 57551 units of house hold and

total area 11.65 km².

Demography

As of 1991 Bangladesh census, Mohammadpur has a population of 316203. Males constitute

are 55.02% of the population, and females 44.98%. This Upazila's eighteen up population is

185413. Mohammadpur has an average literacy rate of 56.2% (7+ years), and the national

average of 32.4% literate.( "Population Census Wing, BBS.". Archived from the original on

2005-03-27. Retrieved November 10, 2006.).Mostly middle class people live here.

A small prototype of Dhaka City

Mohammadpur is a small prototype of Dhaka city. Everything is available here and the

communication system is very good. It is smoothly connected to both Sadar Ghath and

Gabtali by the City Protection Dam. Many bus services operate from Mohammadpur, linking

it with Motijeel, New Market, Gulshan and others parts of Dhaka City. Here population

density is moderate, unlike other parts of Dhaka. One of the large markets of Bangladesh

"The Krishi Market" is here, where one can find vegetables, fruits, house-hold things and

other commodities. Besides, the Town Hall market is situated by the side of Asad Gate. Many

hospitals, clinics, educational institutions, shopping complexes, wholesale markets, housing

societies etc. are here. One of the largest apartment blocks in the capital, Japan Garden City is

situated here. Besides, PC Culture Housing Society, Mohammadia Housing Society, baitul

aman housing society,Probal Housing and a number of residential areas have grown here.

This has resulted in a real estate construction boom accompanied with different markets and

shopping complex erection. Unlike some parts of Dhaka city, most parts of Mohammadpur

was planned in the 1950s, and therefore, it has relatively broad streets and avenues. This has

resulted in relative ease of traffic movements in Mohammadpur. Saat Masjid, a prominent

archaeological structures of Bangladesh is here. Furthermore a renowned mosque of Dhaka

city called Shia Masjid, is also here. Mega City, Raja CIty, Rajdhani Express and some other

bus transportation companies have facilitated the communication system of the inhabitants of

this area. Although traffic jam was not a common scenery of Mohammadpur still few years

ago, traffic congestion in the streets and roads have increased at a fast rate.

Educational institute A number of renowned educational institutions are here in Mohammadpur. The famous Dhaka Residential Model College is here. Other schools and colleges include St. Joseph Higher Secondary School (Dhaka), and Mohammadpur Government High School, St Francis Xavier's Green Herald International School, Mohammadpur Preparatory Higher Secondary School, Mohammadpur Girls' High School, Mohammadpur Central University College. Except those, there are some other kindergarten and schools in Mohammadapur. And most important one is Bangladesh University.

Slums in Mohammadpur

Mohammad is the hight slum dwellers density area in Dhaka city. According to the centre for urban studies (CUS), Dhaka in Mohammadpur thana total 46% are slum population and 54% are non-slum population. The majority of these residents live in one small room, while joint families usually occupy several rooms in the same vicinity. Joint families were not counted as one household, as one household was counted as the number of residents residing in a single room. There have a lot of education problem in this areas.

Table – 2: total slum household and population of Mohammadpur thana

No. of slum No. of household PopulationMale Female Both

117 22,773 46,478 43,702 90,179

Map -2 : Mohammadpur Thana

Sources : Banglapedia Study area:

The specific are where the slum people reside and formulated a cluster is usually know the slum or Basti. A significant number of slum dwellers reside within the Mohammadpur Thana area.I did my researches in three slums to understand the education of slum children in Dhaka city and analyse different issues. The slums are:

1. Ring Road Basti2. Bizli Mohallah Basti3. Zahurui Mohalla Basti

Ring Road Basti:

The Ring Road Basti is the oldest Slum or Basti in Dhaka City. This slum has not a so big area but where 217 houshold reside. It’s located on Ring Road area. In this slum dwellers are suffering different types of problem.

Bizli Mohalla Basti

Bizli Mohalla Basti is one of the biggest floating slum in this areas. There are 240 household are residing in this slum. The entire household pattern is as like Tong over the water.

Zahurui Mohalla Basti

It is not a big Basti. This Basti situated near Bizli Mohalla Basti. There are 68 houshold are live in this Basti. In this area the people are suffering water problem. Here household patten also Tong.

Table – 3: basic information of slum in study areas.

Name of slum

Ward code Slum code Household PopulationMale Female Both

Ring Road Basti

42 046 217 438 443 881

Bizli Mohalla

42 049 240 441 372 813

Zahuri Mohalla

42 041 68 171 153 324

Total =525 Total=1050 Total=968 Total =2018

Sources : census of slum areas and floating population 1997, Bangladesh Buraeau of Statistics.

2.1 The School System in Bangladesh:

There are many types of primary school in Bangladesh. Most common are government primary schools (GPS), which accounted for around 55% of enrolments in 2005 (BANBEIS, n.d.). Registered non-government primary schools (RNGPS) are privately operated but largely government funded. A large number of NGOs, most famously BRAC, engage in education provision, running an estimated 30,000 classrooms. Primary grades may be attached to government or private secondary schools, usually without government support (Ahmed et al., 2005). Fully private fee-charging primary schools are usually known as kindergartens. There are also a number of madrasa, some of which receive government funding, and small numbers of community, experimental and satellite schools.

The researchers’ stdudy area is Muhammadpur. In this area Average literacy 52.7%; male 56.1% and female 48.7%. Educational institutions: college 7, medical college 2, government high school 3, non-government high school 10, government primary school 4, non-government primary school 10, English medium school 10. Noted educational institutions: Lalmatia Girls' College, Residential Model School & College, Mohammadpur Government High School, King Faisal High School, St. Joseph School, Green Herald School, Kaderia Taiabia Alia Madrasa, etc.

But in this areas slums childrens can’t play role in those education for their qualification. In researchers study ares ther have one NGO School named Aparajeyo, Bangladesh. Aparajeyo-Bangladesh (AB) is a national child rights organisation. It was founded in 1996 when Terre des hommes Foundation, Lausanne, Switzerland (Tdh) sought to devolve their Dhaka child rights programmes to a local organisation. The organisation commenced activities in 1976, working with children living in and around the slums of Dhaka City. Its goal was to reduce their unbearable poverty, distress and vulnerability caused by the harshness of slum life. In 1989, another programme commenced to provide services to children who live on the city’s streets or amongst its public buildings. Over the years, Aparajeyo has expanded its support to promote and protect the Rights of other socially excluded children.( http://cdk.co.in/cdksite/page/aparajeyo-bangladesh)

According to data from the Ministry of Primary and Mass Education, there are 756 government primary schools in Dhaka District and 295 in Dhaka City Corporation (MOPME, n.d.). Within the City Corporation, the schools have around nine rooms on average and 75% use a double shift system. They could therefore be expected to serve around 200,000 children. Adding RNGPS does not add much to this figure, since there are only 43 such schools in the City Corporation. This is roughly one government or registered nongovernment class per 150 primary school-aged children2, or more if higher population estimates are believed. Even if there were 50 children in each class, two-thirds of the children would still be either out-of-school or using some other type of school – NGO, private for profit, or madrasa.

In the present study 60% of 4-15 years old were going to school, rising to 77% of 6-11 yer olds (the primary school age range). And 42% children are going to Primary School, 33% are going to NGO’s school. Another are going to community school, madrasha etc.

CHAPTER THREE: DEMOGRAPHIC SITUATION OF THE SLUM IN DHAKA CITY

Slums in Dhaka

Around one-third of Dhaka’s 12 million inhabitants live in slums (CUS, NIPORT, and MEASURE Evaluation 2006) and the city is projected to grow by another 7 million people over the next ten years (Baker, 2007: 23). While Dhaka is the richest part of the country, obscuring its poverty problem in many national statistics, it is also the most unequal. One study notes that mean per capita consumption amongst the poorest quintile in metropolitan parts of Bangladesh is actually lower than that of the poorest quintile in rural areas (World Bank, 2007); the human poverty index (2) for Dhaka district is also among the worst in the country, and appears to have worsened during 1995-2003 (Ali and Begum 2006).

The survey conducted by the Centre for Urban Studies (CUS, NIPORT and MEASURE Evaluation, 2006) reveals something of what life is like in slums in Bangladesh. Typically slum houses are just 75-100 square feet in size and consist of a single room. Very high population density, very poor environmental services and very low socioeconomic status were nearly ubiquitous characteristics. Poor drainage, flooding and very poor housing also affected most slums. Lack of electricity, cooking gas, tap water, garbage collection and NGO services each affected a minority of slums, as did insecure tenure, threat of eviction, and a

need to share water sources and latrines with large numbers of other households. Where electricity and water are available it is often via illegal connections. Income in Dhaka slums varied considerably, with the mode and median averages estimated to lie in the range Tk. 3001-4000 (around US$40-60) per household per month.

Main employment options for the urban poor are production work (including rickshaw pullers and other transport workers) and trade work (street vendors, retail, etc.) for men; and domestic work and garment work for women. Unemployment and underemployment are also common, and around 20 percent of children aged 5-14 work (Baker 2007). Delap (2000) finds that for both male and female children, participation in income generating work increases with age, with boys participating in income generating work from an earlier age than girls, while girls were more likely to be engaged in housework. Baker (2007) reports that 26 percent of slums in Dhaka have a government school, and 27 percent have an NGO operated school. Although disaggregated population and school data are hard to come by, there seems to be a severe shortage of government schools in some areas compared to thenumber of children (e.g. Rashid and Hossain 2005).

Similarly NGOs in Bangladesh have traditionally had a rural focus and have only recently started to move into urban areas, and to understand the particular challenges of serving slum populations. One difficulty is that slums are often evicted, potentially resulting in the loss of the NGO building as well as the relationships it has built up in that community, and leaving it unable to demonstrate any outcome. NGOs wishing to operate in slums also have to gain the permission of “mastaans” – leaders with links to criminal gangs, the police and local political parties.

Demographic statement of the Samples

Demographic statements are very important to any type of researches. It gives the material delineation and explanation of the researches topics. Other explanations are based on their statements. In another way, it can he said that researches in anthropology is done mainly about the people – either in a direct or in a indirect way. Without proper demographics statements it is really hard to get to the material foundation of the researches. So it is a very signification part of any anthropology research.

It is described earlier that there is a so called tendancy to view the residence of the area as homogenous. In order to judge how far the statement is true a proper analysis of the social-economic, cultural life of the study area in necessary. Again in order to evaluate that the exist among the residents and analysis of their social economic and religions state in important.

The researcher did the research in three specific slums of the Mohammadpur Thana in Dhaka city. He took 50 samples from the area.

Table -4: number of sample taken from different areas.Study area Number of sample

Ring Road Basti 15Bizli Mohallah Basti 20

Zahurui Mohalla Basti 15 Total 50

3.3 Family size

The researcher did his research among the 50 samples and found variation in their family size. In some cases, he found husband and wife which their among children. The constitutes the nuclear family. Again he found some cases husband and wife living with their married children and grandfather. Again in a few cases, the researcher witnessed husband and wife living with their aged parents. There was a Varity in the size of the sample’s families. Most of the sample’s family member is above 7.

Table – 5: size of family among the sample

Size of family Number of sample Percentage1-3 1 2%4-6 19 38%7-9 26 52%

10-12 4 8%Total = 50 Total = 100

Income:However, a major difference among the residents of the study area came from the economic perspective. There is great variety in earning of the residents. In most of the case there is more than two earning member in the family. Again, there is difference in income between the various occupations. There is a natural tendency so that which household’s wife works outside can earn higher than the slum dwellers of other families.

The researchers had some difficulties to find out the actual amount of the earning of the families. They were not spontaneous about mentioning the amount of money they earn.

Table – 6: Income of slum dwellers

Money income (BDT) No. of sample Percentage of sampleUp to 3,000 5 10%3,001- 4,000 14 28%4,001- 5,000 8 16%5,001- 6,000 16 32%

6,000+ 7 14%Total = 50 Total = 100

The real picture of their economic life is same. Most of them spent their life by hand to mouth. Their life style never been changed. They are passing a very low level of life style.

The whole demographic data reveals the socio-economic and geophysical feature of the study area, their family types, education, income, expenditure and savings. All these provide a setting of the residents which are of great important to the study.

Age Age structure of the respondents show that among 50 sample most of them are between 26-35 years old. Among them only 4 respondents are above 45.

Table -7 age structure of the respondents.

Age Respondents Percentage0-15yrs 3 6%16-25yrs 10 20%26-35yrs 22 44%36-45yrs 11 22%45+yrs 4 8%

Total = 50 Total = 100

Gender:In this research the head of the household has been given priority for providing data. The majority of households are headed by males, the proportion of male respondents much in this survey.

Table- 8: gender

Study areas Male Female BothRing road Basti 9 6 15

Bizli Mohalla basti 13 7 20Zahuri Mohalla basti 12 3 15

Total = 34 Total = 16 50

CHAPTER FOUR: EDUCATION IN SLUMS CHILDREN IN DHAKA CITY

Education :Education is very important for an individual's success in life. Education provides pupils teaching skills that prepare them physically, mentally and socially for the world of work in later life. Education is generally seen as the foundation of society which brings economic wealth, social prosperity and political stability. Higher education helps in maintaining a healthy society which prepares health care professionals, educated health care consumers and maintaining healthy population. Education is major aspect of development of any modern society since if there is a deficit of educated people then society will stops its further progress. Government should pay serious attention to education and support it economically and morally all over the country. Now I will discuss about the slum children education of Dhaka City.

Level of Schooling

Education is one of the important factors for the development of a community or a country. The most population of slums is illiterate, so that they cannot effort the best in life. For their illiteracy they become poor to poor. In my study area I can see that most of the urban poor are illiterate .58% have never attended school, Another 20% have attended primary school. About 16% attended secondary school but dropped out without completing their first degree. A small portion 6% matriculated from secondary school and attended a higher level of qualification.

Table -9: level of Schooling of household head

Level of schooling Number PercentNo schooling 29 58%

Primary school 10 20%High school 8 16%

SSC and above 3 6%Total = 50 Total =100

School Type

The largest portion of school-going children at primary level in the slums surveyed was going to government primary schools. However, one-third was going to NGO schools and around 12 percent were going to fully private schools (kindergartens or primary sections attached to private secondary schools).

Table- 10: School types, for school going children (N=20)

School types No. of sample PercentGPS 8 40%NGO 6 30%

Community 0 0%RNGPS 1 5%

Madrasha 1 5%Kindergtn 2 10%

Private sector 1 5%others 1 5%

Total = 50 Total = 100For this data researchers took 20 school going children as a samples from 50 households

School status by age In the present study show that in the study area most of children at ages 7-11 are ongoing in their study, most of the children’s at ages 11-14 are drop out and the most of children’s at ages 4-6 are never enrolled.

Table -11: School status by age (N=20)

Age School status Ongoing Drop out Never enrolled

4-5 4% 0% 96%5-6 22% 0% 78%6-7 58% 2% 40%7-8 72% 4% 24%8-9 76% 6% 18%9-10 74% 10% 16%10-11 70% 18% 12%11-12 70% 22% 8%12-13 66% 24% 10%13-14 54% 28% 18%14-15 52% 32% 16%

For this data researchers took 20 school going children as a samples from 50 households

Expenditure and Education

Level of expenditure:

The rate of expenditure in poor household is low because they can earn little. In the following Table show that some of the poor household 6% have a very low level of expenditure up to 2000 tk per month. And other 10% and

Table -12: Level of expenditure

Level of expenditure No. of sample PercentUp to 2000 3 6%2001-3000 5 10%3001-4000 7 14%4001-5000 18 36%5001-6000 12 24%

6001+ 5 10%Total = 50 Total = 50

Sources of expenditure:

In the present study areas there are three main sources of expenditure in slums dweller. These are: food, housing and education

Expenditure for food:

The urban poor mostly spend their income on food. The table indicates that 14% of the respondent spends up to 1000tk per month on their household food items. 56% of respondents spend 1000-2000tk. For their food whereas. 24% of the respondents spend 2001-3000tk.For their food and only 6% the respondents spend 3001up for their food items.

Table -13: Expenditure for food items

Level of expenditure No. of sample Percent

Up to 1000 7 14%1001-2000 28 56%2001-3000 12 24%3001tk.+ 3 6%

Total =50 Total = 100

Expenditure for housing

The second most important sources of expenditure is housing. Out of 50 poor households, all have rent their house. Table show that the expenditure for housing.

Table -14: Expenditure for housing

Level of expenditure No. of sample PercentUp to 1000 15 30%1001-1500 22 44%1501-2000 10 20%2001tk.+ 3 6%

Total =50 Total = 100

Expenditure for housing

In these study areas some household’s children are going to school. If the primary education is free but they need to extra cost to buying their exersizebook, pencil and Tiffin but most of children can’t study at primary school so some children are going to private school also. in the following table show that the expenditure for housing.

Table -15: Expenditure for education (N=20)

Level of expenditure No. of sample PercentUp to 500 10 50%501-1000 5 25%1001-1500 4 20%1501tk.+ 1 5%

Total =20 Total = 100Here sample sizes are 20 because only 40% children are ongoing

Education, work and life prospects

Occupational structure of the study areas

Occupational pattern of the respondents is generally in table-16. According to this table 30% of the respondents are employed in pulling Rickshaws in the city. Most of these rickshaw pullers are illiterate and have no formal education or employment training. The mostly

received some informal training from their friends and relatives who also pulled rickshaws in Dhaka city. Another 20% of the respondents are involved in street peddling and petty trading. These trades have no registration from the government authorities. And they mostly operate these informal trades with the help of family members. The poor also work in other occupations like construction, driving and transport, garments’, factory workers also some are maidservant.

Table -16: Occupational structure of the households head

Occupation No. of samples PercentRickshaw puller 15 30%

Garments workers 5 10%Construction workers 7 14%

Street seller 10 20%Maidservant 8 16%

Driving 3 6%Others 2 4%

Total = 50 Total = 100

Case 01:In the words of Romij Ali, a 38 years old man : I came in these slums (Bizli Mohalla) 3 years ago from Barisal. I had small business in my village but suddenly I lost all my capital for treatment my mother. I have no any education skills so I don’t find any job also I have no any capital for business so I choice my occupation as rickshaw puller. I took one from Sarder as a rent. Every day I need to pay70 taka and every day I can earn total 200-300

Reasons for underemployment: an education problem

The urban poor have no certainly of employment and they are frequently underemployed. About 32% of the respondents were underemployed at least once year. Table -17 shows that of 50 respondents 58% were underemployed and were unable to find another job immediately after leaving a job. A significant portion was unemployed due to some physical illness. As they have no contractual employment in the city, they become underemployed during off illness. In the present study we can say that the most of people are jobless they have no education skills so they can’t search any official or government job. They can realize education is the most problem to finding the good job.

Table – 17: Reasons for underemployment

Reasons for underemployment

No. of samples Percent

No work 29 58%Illness 10 20%

Visiting village 4 8%Others 7 14%

Total = 50 Total = 100

Case -2Aman mia, a 50 years old man commented: Many days I passed in city life without work. Now I am working as a day labourer. I wake up early in the morning and go to the market place and wait there for work with other slums dweller fellows. The persons who needs of workers come to the market place to hire us. I get information of work from those from those fellows. I also provide them information of work. In this way, we are passing our uncertain life in the city.

CHPTER FIVE: RECOMMENDATION AND CONCLUTION

The urban poor are a rapidly growing population and have been under-served by both governments and NGOs. Education is recognised by people living in slums as a key part of potential ways out of their poverty, vulnerability, and poor living conditions, as well as something of value in itself. There seems to be a need for more school places, although how many and where these are needed is difficult to assess

The World Bank poverty assessment notes that social safety net programmes designed to protect the poorest against loss of income are almost non-existent in urban Bangladesh. It suggests making cash transfers, with conditions such as school attendance attached, available for the urban poor. It also recommends improving childcare provision in order to increase women’s participation in the labour force.

However, there is a prior problem that slum populations are simply not recognised in the formation of policy or educational planning. For instance, there are no realistic estimates of how many school-age children live in these areas, although it is thought the number is increasing rapidly. The government may be reluctant to recognise slums fully because this would mean recognising its obligation to provide services including education, and providing more services could draw more people to the city.

NGOs are increasingly addressing the neglect of slums. In terms of the process of adapting aspirations to reality, NGOs may be especially well placed to catch children who cannot realistically aspire to proceeding through the formal education system to a high level of education and commensurate formal-sector job. They may instead be able to get lesser rewards from a smaller investment, such as through NGO non-formal basic education followed by a vocational training programme.

The present studies suggest that the education situation in slums of Dhaka is as bad as for some of the poorest rural areas of Bangladesh. 58% of children aged 6-11 were out of school. As a impact of education about 58% were underemployed and unable to find another job immediately after leaving a job. In these study areas most of people are

Bangladesh’s second primary education development plan (PEDP II) included a large programme of building new classrooms – between 2004 and 2008, some 19,000 classrooms had been added (UNICEF, 2009b). The present study shows that in some areas, lack of physical access to government schools is still the key factor stopping children from enrolling.Some of this need – far from all of it – might be fulfilled by shifting the few remaining single shift schools to double shifts. But this would further reduce the amount of learning time in a context where learning time and learning outcomes are already low compared to international standards (UNICEF, 2009b).

In official data, Bangladesh has achieved impressively high enrolment rates while spending only 2.4% of its GDP (which is annually around US$1,200 per capita) on education – very little even by South Asian standards (World Bank, n.d.). Arguably, though, it is over-reliant on NGOs to reach disadvantaged groups (Ardt et al., 2005). In this study, a full third of the school-going children were in NGO schools. Quality of education appears often to be higher in NGO schools (World Bank, 2006), but children who complete a basic education in anNGO school currently face difficulty in entering the formal system to get a secondary education and formal qualifications.

Neither government nor NGOs address the needs of the urban poor as fully as they should.Poverty is still seen as a rural issue and the rural poor may also be seen as more deserving than the urban poor. Fear of rural-urban migration has also led to the withdrawal of safety net programmes in urban areas in the past (Hossain, 2007). Major NGOs acknowledged that urban poverty is important – but were still struggling to work out what to do in response. Meanwhile there is still a tendency for research to examine education and poverty through a rural/urban lens, usually finding that urban residents are better off in every way, and obscuring the huge urban poverty issue that lies behind the averages. A recent UNICEF study on child poverty and disparities in Bangladesh (UNICEF, 2009a), while noting that child poverty is actually by some measures higher in urban than rural areas8, barely mentions the issue of urban poverty or slums elsewhere.

A key constraint to providing for children in slums must be a lack of reliable data on their numbers and educational status. Surveys such as the Demographic and Health Surveys – which in 2007 included only 137 slum households in a sample of over 10,000 – and theHousehold Income and Expenditure Survey do not seem to be adequately covering slums. This is not surprising given the logistical difficulties: households move frequently; slums are demolished; new ones appear; and people who are not legal tenants are reluctant to talk to official surveyors.

Nevertheless, slum indicators are included in UNICEF’s Multiple Indicator Cluster Surveys, and both Bangladeshi institutions like the Centre for Urban Studies, and agencies like SIDA(SIDA Bangladesh, 2010), have built experience in surveying the needs of people living in slums and making the results publicly accessible. These need to be used to highlight the conditions in which people are living in slums, and to inform policy and planning in the absence of reliable administrative data.

Some slums, through their longevity, origins, or through landlords’ political connections, have gained either official or de facto recognition and safety from eviction. In this study, the slum in Lalbag seemed to be in that category, having been officially established during the colonial era. With a government school right inside the slum, relatively high enrolment rates,

and higher incomes than the other slums, it suggests that slums need not be hopeless places or geographical poverty traps.

The analysis using zones of exclusion confirms, unsurprisingly, that children from less wealthy households and with less educated parents, were more likely never to enrol in school, more likely to drop out before finishing primary, and more likely to drop out in between primary and secondary. Costs of schooling, even for government schools, were substantial for some households, especially when private tuition was included (Cameron, forthcoming).Reducing these costs is likely to be an effective intervention, especially for stopping children from dropping out after their families run into financial difficulties.Extending the rural stipend scheme to urban areas would be an important step towards offsetting these costs. Doubts have been raised about the effectiveness of the current stipend scheme in rural areas (Al-Samarrai, 2009; Baulch, 2010). It can be questioned whether, when education spending is already low compared to international or South Asian averages, such a large part of the primary education budget should be dedicated towards giving small stipends.Nevertheless, there are other examples of social protection programmes in Bangladesh that have been much more successful in targeting the poor (Al-Samarrai, 2009). For the households sampled in the present study, those in the bottom two income quintiles, earning less than US$0.50 per person per day, are the ones who would particularly benefit from even a small stipend.

Private tuition was widely seen as necessary for advancing through the school system (Cameron, forthcoming). Arguably, schools need to shift towards curricula and teaching methodologies that do not incur the need for private tuition. This would mean changes to the exam system, teacher training and curriculum, and in general to attitudes towards the relationship between schools and their students. In the mean time, NGOs could help children whose families cannot afford tuition to progress through the system by providing after-school assistance. This could come, for instance, in the form of ‘homework clubs’ where older children help the younger ones.

Girls are attending primary school in greater numbers than boys. Boys and girls who had finished primary were equally likely to fail to make the transition to secondary. But because more girls finished primary, there were still more girls than boys going to secondary school.This may not be seen as a problem, given that girls face discrimination and pressure to drop out further up the system, especially when they reach an age where they are expected to marry, as well as discrimination in jobs markets. But it does suggest that any new stipend schemes could usefully be extended to boys as well as girls.

The tenuous legal status of people living in slums, and their vulnerability to politicised violence, makes it difficult for authorities to engage with them. As well as wishing to deter rural-urban migration, the government may be reluctant to take any action that would be seen as giving legitimacy to the rights of slum dwellers to live in slums that were often built illegally, particularly because land prices in Dhaka are very high.

Nevertheless, the government has to attend to the right to education of children living in slums, as an end in itself, and additionally because it will not attain national goals such as universal primary education otherwise. The political case for a greater focus on the urban poor needs to be set out. There has always been poverty in urban areas, and slums have existed in Dhaka at least since colonial times. Most urban poor people are not about to ‘return’ to rural areas that their families may have left a generation or more ago, and where

they own no land and face worsening environmental pressures. Often portrayed as parasites on the urban economy, they are in fact vital to it, and vital to Bangladesh’s economic development prospects – through the transport, construction, and other services they provide, and most obviously, through their role in the export garment industry. The competitiveness of the country’s export industries depends on continuing to improve the productivity of this work force. Thus there is a strong economic growth argument, as well as a social justice argument and a human rights argument, not to neglect education for the urban poor

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