Socio-Educational Determinants of Women's Empowerment in South Asia: A Comparative Analysis of Pakistan and Bangladesh (2015–2024)

Abstract

This research examines the complex interplay between socio-educational factors and women's empowerment in South Asia, with a specific focus on Pakistan and Bangladesh during the period 2015-2024. Through a comprehensive mixed-methods analysis of educational policies, social determinants, and empirical evidence, this study reveals significant disparities in women's empowerment trajectories between the two nations. While Bangladesh has made substantial progress in female education and workforce participation, with literacy rates reaching 75% and secondary education completion rates at 65%, Pakistan continues to face persistent challenges in implementing effective gender-inclusive policies, with female literacy stagnating at 51% and secondary education completion at 40%. The research methodology combines quantitative analysis of educational statistics, qualitative assessment of policy documents, comparative case studies of educational institutions, and semi-structured interviews with key stakeholders. Our findings indicate that Bangladesh's relative success can be attributed to three primary factors: sustained policy efforts with consistent budget allocation of 4% GDP to education, extensive community engagement through grassroots organizations, and progressive social reforms that have gradually transformed traditional gender norms. In contrast, Pakistan's progress is hindered by inadequate funding (2.5% GDP), societal resistance to change, and inconsistent policy implementation. The study also reveals the crucial role of non-state actors, particularly NGOs and international organizations, in bridging implementation gaps and fostering community acceptance of women's education. These findings have significant implications for policymakers and stakeholders working towards gender equality in South Asia, suggesting that successful women's empowerment requires a holistic approach that combines robust educational policies, adequate resource allocation, and systematic efforts to transform social attitudes. The research contributes to the growing body of literature on gender equality in developing nations and provides actionable insights for improving educational outcomes for women in South Asia.