Figures 2 - uploaded by Sibbir Ahmad
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5 and 2.6 show the ownership status of houses(in various categories like own, rented, shared and others). Most of the urban poor irrespective of STUP or OTUP cohorts are living in a rented house and others in their own house. However, the OTUP households are in a slightly better condition as 33% of them possess own house compared to 24% of their STUP counterparts.
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Citations
... The enrollment of 6-10 years old girls from ultra-poor urban households is 75% compared to 89% of the national urban average. Although the enrollment of 6-10 years old does not differ much, enrollment of urban ultra-poor boys and girls of 11-15 years old is 21% and 38% only in opposed to the national urban average enrollment of 72% and 83%, respectively (Jimi et al. 2016). Dropout among ultra-poor is much higher than the nonpoor at the secondary level, and boys are the most likely to leave school early and be involved in a manual or low-skilled job. ...
... Enrollment in schools in haor areas is far below the national average because of the location's poverty and remoteness (Ara et al. 2015b). Most ultra-poor adults with low education & skill are involved in manual labor or very low-paid unskilled jobs (Ara et al. 2015a, Das et al. 2014Ara et al. 2015b;Jimi et al. 2016). ...
Poor people are trapped in a vicious cycle of intergenerational poverty. This study critically reviews existing literature to explore why long-lasting poverty exists despite various initiatives taken by national and international development organizations (NGOs), charity organizations, and government agencies. It is evident from the literature that lack of human capital (education & skills) is one of the most important factors that facilitate the intergenerational transmission of poverty in developing countries, along with other factors interlinked with human capital. This study analyzes a particular developing country (Bangladesh) case with an assumption of generalizability to the other developing countries in the post-MDG era. We find that failure to ensure quality secondary education is a major concern in fighting the poverty transmission from one generation to another. Finally, the study proposes a two-stage model to overcome intergenerational poverty in the long run by comprehensively addressing secondary education through a Social Fund.
... The enrollment of 6-10 years old girls from ultra-poor urban households is 75% compared to 89% of the national urban average. Although the enrollment of 6-10 years old does not differ much, enrollment of urban ultra-poor boys and girls of 11-15 years old is 21% and 38% only in opposed to the national urban average enrollment of 72% and 83%, respectively (Jimi et al. 2016). Dropout among ultra-poor is much higher than the nonpoor at the secondary level, and boys are the most likely to leave school early and be involved in a manual or low-skilled job. ...
... Enrollment in schools in haor areas is far below the national average because of the location's poverty and remoteness (Ara et al. 2015b). Most ultra-poor adults with low education & skill are involved in manual labor or very low-paid unskilled jobs (Ara et al. 2015a, Das et al. 2014Ara et al. 2015b;Jimi et al. 2016). ...
Poor people are trapped in a vicious cycle of intergenerational poverty. This study critically reviews existing literature to explore why long-lasting poverty exists despite various initiatives taken by national and international development organizations (NGOs), charity organizations, and government agencies. It is evident from the literature that lack of human capital (education & skills) is one of the most important factors that facilitate the intergenerational transmission of poverty in developing countries, along with other factors interlinked with human capital. This study analyzes a particular developing country (Bangladesh) case with an assumption of generalizability to the other developing countries in the post-MDG era. We find that failure to ensure quality secondary education is a major concern in fighting the poverty transmission from one generation to another. Finally, the study proposes a two-stage model to overcome intergenerational poverty in the long run by comprehensively addressing secondary education through a Social Fund.
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