Socioeconomic And Cultural Determinants of Secondary Education in Haor, Bangladesh: A Literature Review
DOI:
https://doi.org/10.48165/sajssh.2026.7504Keywords:
Haor region, secondary education attainment, socioeconomic barriers, cultural factors, gender norms, BangladeshAbstract
Purpose of the study: Secondary education attainment in the ecologically vulnerable Haor regions of Bangladesh remains persistently low despite the vital role of secondary schooling in individual, social, and national development. This narrative review synthesises the existing literature on the socioeconomic and cultural factors that influence secondary education outcomes among adolescents in the Haor regions. Methodology: The study follows a narrative literature review approach, drawing on peer-reviewed journal articles, policy reports, and regional literature published between 2015 and 2025. Sources were identified through Google Scholar, ERIC, and national and institutional repositories in Bangladesh, supplemented by reports from UNESCO, UNICEF, the World Bank, and relevant NGOs, and were synthesised thematically. Main Findings: Thematic analysis reveals that household poverty, the direct and indirect costs of education, seasonal unemployment, child labour, and low parental education are significant socioeconomic barriers, while entrenched gender norms and early marriage are dominant cultural barriers. Geographic isolation and seasonal flooding further contribute to absenteeism and dropout, and these factors interact to reinforce one another. Applications of this study: The findings are relevant to education policymakers, the Ministry of Education, regional development planners, and non governmental organisations working on education access and gender equity in ecologically vulnerable and rural regions of Bangladesh and comparable South Asian contexts. Novelty/Originality of this study: Unlike prior studies that address educational access in rural or urban Bangladesh more generally, this review consolidates the socioeconomic and cultural determinants of secondary education in the ecologically vulnerable Haor region, providing an integrated basis for context-specific policy strategies.
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