
Asim Dio
I am a passionate development professional, currently working with Handicap International - Humanity and Inclusion Bangladesh Programme as Policy and Advocacy Specialist. I have graduated from the Crawford School of Public Policy of the Australian National University with Master of Public Policy in Economic Policy in 2015. I was awarded Australia Awards Scholarship to pursue postgraduate study in Australia. Before that I had studied Master of Development Studies from East West University Bangladesh in 2013. I had graduated from University of Dhaka with MA and BA in Information Science and Library Management in 2006 and 2005. I have 12+ years of professional work experience in information and knowledge management, development administration, advocacy and communication, disability inclusive development, inclusive communication, strategic planning, programme development and management, safeguarding and PSEAH. My fields of research interests are public policy, SDGs, human rights, indigenous peoples, disability rights, public finance, tax expenditure, DiDRR and climate change, and inclusive education.
Supervisors: Dr. Ian Thyne
Phone: +8801914260088
Supervisors: Dr. Ian Thyne
Phone: +8801914260088
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This study uses an analytical lens constructed with rights and ability notions of access. It analyses the present scenario in access to education to explore to what extent the education system is providing rights of access to education. At the same time it examines the efficiency of the education system and policies to what extent those are able to empower the students with ability to enter, sustain and succeed in basic education.
The study has found commendable achievement in enrollment and gender disparity. However, from the ability perspective the education system is still not enough inclusive with ethnic and socio-economic disparity. Special measures need to be taken in the area of access to education of children with special needs, access to education of indigenous peoples and more investments in infrastructure.
This study uses an analytical lens constructed with rights and ability notions of access. It analyses the present scenario in access to education to explore to what extent the education system is providing rights of access to education. At the same time it examines the efficiency of the education system and policies to what extent those are able to empower the students with ability to enter, sustain and succeed in basic education.
The study has found commendable achievement in enrollment and gender disparity. However, from the ability perspective the education system is still not enough inclusive with ethnic and socio-economic disparity. Special measures need to be taken in the area of access to education of children with special needs, access to education of indigenous peoples and more investments in infrastructure.