International Journal of Social Science & Economic Research
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Title:
CONDITIONAL CASH TRANSFER: FEMALE SECONDARY SCHOOL ASSISTANCE PROGRAMME (FSSAP) - CASE IN BANGLADESH

Authors:
Mohammed Rokonuzzaman

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Mohammed Rokonuzzaman
Associate Professor, Department of Agricultural Extension & Rural Development, Bangabandhu Sheikh Mujibur Rahman Agricultural University, Gazipur-1706, Bangladesh

MLA 8
Rokonuzzaman, Mohammed. "CONDITIONAL CASH TRANSFER: FEMALE SECONDARY SCHOOL ASSISTANCE PROGRAMME (FSSAP) - CASE IN BANGLADESH." Int. j. of Social Science and Economic Research, vol. 7, no. 3, Mar. 2022, pp. 581-591, doi.org/10.46609/IJSSER.2022.v07i03.008. Accessed Mar. 2022.
APA 6
Rokonuzzaman, M. (2022, March). CONDITIONAL CASH TRANSFER: FEMALE SECONDARY SCHOOL ASSISTANCE PROGRAMME (FSSAP) - CASE IN BANGLADESH. Int. j. of Social Science and Economic Research, 7(3), 581-591. Retrieved from doi.org/10.46609/IJSSER.2022.v07i03.008
Chicago
Rokonuzzaman, Mohammed. "CONDITIONAL CASH TRANSFER: FEMALE SECONDARY SCHOOL ASSISTANCE PROGRAMME (FSSAP) - CASE IN BANGLADESH." Int. j. of Social Science and Economic Research 7, no. 3 (March 2022), 581-591. Accessed March, 2022. doi.org/10.46609/IJSSER.2022.v07i03.008.

References

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ABSTRACT:
This paper attempts to evaluate existing reports and various published articles that argue that the FSSAP, which was implemented between 1994 and 2008 in Bangladesh, represents an ideal form of CCT. The criteria for assessing the performance of the FSSAP are: the unique features of the programme, its relevance to poverty alleviation and its success and failure of the implementation strategies. FSSAP as a CCT strategy was effective at promoting inclusive education for rural women in Bangladesh and thus, was a potent factor for poverty alleviation among this category of citizens. Although the quality of education due to the intervention of FSSAP has yet to be ascertained, the programme did raise the percentage of female students from 33 to 56 from 1994 to 2005, respectively in secondary level of education and was able to retain females in school at secondary level of education for a longer time rather than being forced into early marriages or taking up menial jobs as house maids, garment workers and so on.

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