3.15 Summary of literature review
It reflects from the literature review that CCT and the PESP aim to short-term poverty reduction and long-term education development of the poor families. CCT implementing countries in general spend a substantial amount of its education budget on CCT programme. Bangladesh also spends around one-fifth of its education budget for implementing the PESP programme. The CCT in many countries target to break the intergenerational cycle of poverty and some of these countries successfully reduce the income inequity and poverty. It reveals from different studies that, some of the very poor children are still not attending school. It indicates that the PESP programme fails to create demand for education for them because …show more content…
Studies show the initial enrolment and attendance rate of the PESP children increase significantly and the dropout rates decreases. However, there is no study to understand how many PESP receiving children are completing primary cycle with PESP money. In terms of educational achievement, CCT programmes show weak performance globally. There no such study in Bangladesh to measure achievement level of the PESP programmes participant children. An IFPRI study reveals lower grade progression of the PESP beneficiaries compared to non-beneficiaries children in Bangladesh. Another study shows that average test score of the FFE programme beneficiary children is lower than the non-beneficiary children. A study on the female stipend programme in Bangladesh is also shows lower performance of programme participant girls. However, there is no study to explore effects of the PESP on improvement in quality education. Understanding effects of the PESP on classroom teaching and learning process is an uncharted area in Bangladesh. It is a commonsense knowledge that the programme is crowding the classroom but how the whole PESP implementation process affect the school management and operation process and how it impacts on teaching and learning environment is not explored yet. Private tutoring is a social phenomenon arises out of desire to translate wealth …show more content…
This essentially leads to low performance of the poor children which is not predestined; rather it works through varied social beliefs and practices. These social phenomena influence poor children’s continuous recession from the PESP benefit and aggrandizes non-poor children’s presence in the programme. This invasion of rich families to the PESP money can be explained by Bourdieu’s concepts of habitus, social field, capital and hysteresis (Bourdieu, 1986). The state plays a vital role in production and reproduction of social reality by regulating practices, and forming durable dispositions uniformly imposing upon all agents. It also imposes and implants all basic philosophy of classification, and grants a basis for all symbolic value of all resources of institution that operate through the regular execution of school systems as the site of ‘consecration’ where permanent differences are instituted between the chosen and the excluded (Bourdieu, et al. 1994). Due to lack of ‘jurisdiction’, the poor people do not have the ‘power to nominate’ children from lower socioeconomic background and the rich people usually use this symbolic capital for reinstating PESP benefits for rich children and reinforce the capital. Teachers’ upper class background and authority also acts as a symbolic dimension of the power that Max Weber
It reflects from the literature review that CCT and the PESP aim to short-term poverty reduction and long-term education development of the poor families. CCT implementing countries in general spend a substantial amount of its education budget on CCT programme. Bangladesh also spends around one-fifth of its education budget for implementing the PESP programme. The CCT in many countries target to break the intergenerational cycle of poverty and some of these countries successfully reduce the income inequity and poverty. It reveals from different studies that, some of the very poor children are still not attending school. It indicates that the PESP programme fails to create demand for education for them because …show more content…
Studies show the initial enrolment and attendance rate of the PESP children increase significantly and the dropout rates decreases. However, there is no study to understand how many PESP receiving children are completing primary cycle with PESP money. In terms of educational achievement, CCT programmes show weak performance globally. There no such study in Bangladesh to measure achievement level of the PESP programmes participant children. An IFPRI study reveals lower grade progression of the PESP beneficiaries compared to non-beneficiaries children in Bangladesh. Another study shows that average test score of the FFE programme beneficiary children is lower than the non-beneficiary children. A study on the female stipend programme in Bangladesh is also shows lower performance of programme participant girls. However, there is no study to explore effects of the PESP on improvement in quality education. Understanding effects of the PESP on classroom teaching and learning process is an uncharted area in Bangladesh. It is a commonsense knowledge that the programme is crowding the classroom but how the whole PESP implementation process affect the school management and operation process and how it impacts on teaching and learning environment is not explored yet. Private tutoring is a social phenomenon arises out of desire to translate wealth …show more content…
This essentially leads to low performance of the poor children which is not predestined; rather it works through varied social beliefs and practices. These social phenomena influence poor children’s continuous recession from the PESP benefit and aggrandizes non-poor children’s presence in the programme. This invasion of rich families to the PESP money can be explained by Bourdieu’s concepts of habitus, social field, capital and hysteresis (Bourdieu, 1986). The state plays a vital role in production and reproduction of social reality by regulating practices, and forming durable dispositions uniformly imposing upon all agents. It also imposes and implants all basic philosophy of classification, and grants a basis for all symbolic value of all resources of institution that operate through the regular execution of school systems as the site of ‘consecration’ where permanent differences are instituted between the chosen and the excluded (Bourdieu, et al. 1994). Due to lack of ‘jurisdiction’, the poor people do not have the ‘power to nominate’ children from lower socioeconomic background and the rich people usually use this symbolic capital for reinstating PESP benefits for rich children and reinforce the capital. Teachers’ upper class background and authority also acts as a symbolic dimension of the power that Max Weber