Thanks to Naila Kabeer who got me interested in the issue, I ended up doing a lot of research on the surprising successes of mass education in Bangladesh. In the 2000s, this was a lot about why and how the Government and the mega NGOs like BRAC managed to get so many poor kids into school, in particular girls, when other places, including many richer and better organised than Bangladesh, did less well. These are some of the papers I wrote with or based on work with Naila and Ramya Subrahmanian:
Expanding access to education in Bangladesh, chapter in Ending Poverty in South Asia: ideas that work (edited by D. Narayan and E. Glinskaya, 2007)
I later worked on the more nitty gritty issues of the governance of educational expansion in Bangladesh, including a couple of very good rich multi-sited case studies that looked at accountability and performance in close detail.
School choice in Bangladesh (2008) made a close study of the implications of the growing range of availability of school types, and of why people choose the schools they do for their children.
Governance, management and performance in health and education facilities (2006) was an in-depth study of how schools and clinics were being managed and governed, a qualitative component of a larger Public Expenditure Tracking Survey of government services in Bangladesh. This study’s important finding that in the absence of much formal good governance, informal accountability mechanisms were how people tended to hold public services accountable got me started thinking about rude accountability in the first place.
In 2006, with support from Lamia Rashid then at Save the Children UK in Bangladesh, and with colleagues at BRAC Research and Evaluation Division I led a study called Inheriting Extreme Poverty on how children inherit their parents’ poverty, and the role of communities, social institutions and education systems in making that happen. I remained interested in the politics of child labour, and worked with Sheikh Tariquzzaman (now at BRAC International research unit) on this issue, including on a (2009) paper called The Boys Left Behind: where public policy has failed to prevent child labour in Bangladesh.
More recent work on education in Bangladesh has involved analysing the conditional cash transfer schemes as a species of governmentalism (School exclusion as social exclusion: the practices and effects of a CCT for the poor in Bangladesh (2009)). This was part of a comparative research project led by Sam Hickey at the Chronic Poverty Research Centre. We’re currently working on another comparative study looking at education in Bangladesh, this time trying to solve the puzzle of why quality reforms have proven impossible to implement, and the role of the political settlement within that.