Non-formal education and grassroots development : a case study from rural Bangladesh

• Main Author: Barua, Bijoy P
• Format: Others
• Published: 1999
• Online Access: http://spectrum.library.concordia.ca/699/1/MQ39037.pdf; Barua, Bijoy P <http://spectrum.library.concordia.ca/view/creators/Barua=3ABijoy_P=3A=3A.html> (1999) Non-formal education and grassroots development : a case study from rural Bangladesh. Masters thesis, Concordia University.

Through the case study of Gono Unnayan Prochesta (GUP), Voluntary Organization (VO) operating in rural southwestern Bangladesh, this thesis explores the role of non-formal education for empowerment and socio-economic development. The issues examined are the mobilization process and the grassroots organization of disadvantaged women, education for regenerative agriculture, functional literacy and women's health. The case study focuses mainly on two womens groups. During the field work part of the study, most men were away from the villages in pursuit of salaried jobs or carrying out their small trades. The study adopted the framework of analysis proposed by Moser (1993) about the productive, reproductive and community roles of women in the context of their practical and strategic needs. The data indicates that due to the extreme poverty situation in the study area, addressing practical needs is considered more urgent by the women who were interviewed. Furthermore, they indicated that the center-based functional literacy training is less effective than the home-based training related to health and agriculture issues. It also was observed that the gosthi (lineage) shanskriti (cultural) and para (neighborhood) identities are essential elements in mobilizing the women's groups in the villages. After 25 years of GUP's activities, grassroots women's organizations are yet to be self-sustaining in the villages of Rajoir. The women participants in this study understand the importance of learning how to sign their names for access to small loans, although they indicate that further functional literacy does not meet their immediate practical needs. They are aware of the value of literacy and formal education for their children. Even then, the immediate projects they finance with small credits and loans available to them are still distributed alone traditional gender roles; seed money for starting small businesses for their sons or dowry needs.